Student Nurse Perceptions of Video Simulation and Critical Reflection for Developing Clinical-Reasoning Skills: A Cross Cohort Study

Abstract

Clinical-reasoning (CR) provides a framework for higher-order critical thinking that fosters a nurse’s ability to assess, process and remedy clinical encounters and is considered essential for the provision of quality healthcare. This study aimed to determine whether student nurses regard the inclusion of video-simulation with critical-reflection as a valuable opportunity to develop their CR skills. An existing case-based assessment was redesigned to include short video-simulations where deliberate but subtle CR flaws were included, requiring students to identify strengths and weaknesses of their own CR process. Following completion of the assessment a modified student satisfaction and self-confidence Likert scale survey with open-ended questions was conducted to identify perceptions towards the assessment task. Incorporating video-simulation and critical-reflection was perceived as a useful opportunity to develop CR skills by student nurses. Albeit, students studying in a traditional three year Bachelor of Nursing cohort were more positive of the opportunity than their peers in a two year fast-track cohort.