Reflective Journaling to Promote Critical Reflective Thinking Post-Simulation-Based Education

Background

Reflective journaling may be a useful method to promote the processes of reflection and critical reflection post simulation debriefing.

Methods

Guided by the AMNP and CRI models, this 3-week quasi-experimental two group pretest-posttest study tested the effects of guided reflective journaling on reflective thinking and critical reflective thinking in 54 prelicensure nursing students (n = 25 intervention and 29 control). The Reflection subscale of the Reflective Thinking Inventory (RTI, 3-15, higher better reflection) and Critical Reflective Thinking Inventory (CRIAT, 0-180, higher scores better critical reflection) measured reflection and critical reflection, respectively.

Results

MANCOVA demonstrated no differences over time and no interaction effect on the outcome variables. There was a difference in level of reflection between groups with the control group demonstrating greater scores at both time points. Mean scores for critical reflection were slightly higher post intervention for the intervention group.

Conclusion

Findings suggest guided reflective journaling post-SBE may enhance critical reflection with a greater dose.