From their eyes: Nursing student experiences using repeated reflection from the pediatric patient's perspective

Abstract

Simulation-based learning (SBL) has been a core course component in nursing curricula for decades. The growing use of SBL has led to increasingly lifelike simulations and continued development to maximize learning opportunities. Reflection and debriefing are key components of SBL to improve learning outcomes and clinical skills. Reflection is often described as a process; however, nursing students rarely have the opportunity to participate in the same simulation or clinical experience twice to completely engage in the reflective process. Reflection from the patient’s perspective is a new concept to simulation, first done by Taplay (2020) using the Reflective Practice from the Patient’s Perspective (RPPP) tool. In this study, we applied the RPPP 3.0 tool to a pediatric nursing simulation, where the simulated child wore spyglasses to record visual and audio data of the simulation (Taplay, 2020). Participants watched their simulations from the patient’s perspective and partook in an interview guided by the RPPP 3.0 tool (Taplay, 2020). Then, participants returned within 2-9 days to repeat the same simulation and reflection. Participants found value and meaning in the repeated reflection. Themes of reactions, communication, appraisal of performance, and the difference were found. Reflecting from the pediatric patient’s perspective allowed participants to gain insight into how their actions and communication were perceived. Repeating reflection encouraged participants to partake in self-directed preparation and allowed them to gain confidence, implement change, and improve their practice.