Post-Simulation Reflective Learning Conversations Model for Interprofessional Education: Toward Clinical Reasoning and Judgment Skills, Critical Thinking, and Self-Efficacy Optimization

Background

Simulation-Based Education (SBE) can effectively immerse learners in scenarios that mimic clinical situations, it helps mitigate safety risks, and it provides an opportunity to practise based on focused learning objectives. According to the International Nursing Association for Clinical Simulation and Learning (INACSL), debriefing is an essential part of a simulation, and post-simulation Reflective Learning Conversations (RLC) is a form of debriefing that incorporates empathic, active, and reflective discussions shared between a small group of participants, facilitated by a trained/competent facilitator. However, the impact of group-based interprofessional RLC on clinical reasoning and judgment, critical thinking skills, and self-efficacy levels with minimal risk of cognitive overload have not been previously investigated, especially with contributing factors of scenario complexity, and variations in learners’ experiences, seniority, backgrounds, and competence levels in a multicultural learning environment. This study describes the development and validation of an interprofessional post-simulation RLC model designed to optimize the clinical reasoning and judgment, critical thinking skills, and self-efficacy in consideration of simulation scenario case complexity and variations in learners’ experiences, seniority, backgrounds, and competence levels in a multicultural learning environment.

Methods

A working group (N=18) including doctors, nurses, researchers, educators, and patients collaboratively co-designed the RLC model through theoretical-driven and conceptual analysis processes. Testing the model’s reliability and validity using a mixed method approach incorporating: a self-reported questionnaire, direct observations, and focus groups.

Results

The new model was successfully established incorporating a process pathway and guided scripts (Table 1). The face and content validity of the model were tested and confirmed. The data collection of the reliability measures is ongoing.

Conclusion

Post-simulation RLC is a form of simulation debriefing, however, it is important to consider the impact of group-based interprofessional RLC on clinical reasoning and judgment, critical thinking skills, and self-efficacy levels with minimal risk of cognitive overload.