Debriefing of virtual patient encounters: Systematic collection of nursing students clinical reasoning activities

Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
DOI
10.7287/peerj.preprints.1172v1
Subject Areas
Nursing, Science and Medical Education
Keywords
virtual patient, clinical reasoning, OPT model, feedforward, debriefing, feedback, medical simulation, nursing education
Copyright
© 2015 Georg et al.
Licence
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ PrePrints) and either DOI or URL of the article must be cited.
Cite this article
Georg C, Welin Henriksson E, Jirwe M, Ulfvarson J, Zary N. 2015. Debriefing of virtual patient encounters: Systematic collection of nursing students clinical reasoning activities. PeerJ PrePrints 3:e1172v1

Abstract

Background. Studies have shown that nursing students have challenges in translating and applying their theoretical knowledge in a clinical context. Virtual patients (VPs) have been proposed as an adequate learning and assessment activity to improve clinical reasoning. Although feedback and debriefing are essential aspects to foster learning in medical simulation, few studies have explored systematic and theory anchored ways of supporting feed forward and debriefing based on student activity collected in a systematic manner. Objective. The aim of this study was to develop a systematic approach for collecting the nursing students’ clinical reasoning artifacts as they encounter virtual patients. Method. The Outcome-Present-State-Test (OPT) model for clinical reasoning was used as the starting point since it is an internationally common model used by faculty to plan for and design learning activities in nursing education (Pesut & Herman, 1999). Two virtual patients were developed using the virtual patient nursing design model vpNDM (Georg &Zary, 2014). Nighty-five participants from undergraduate nursing education encountered the VPs and the intervention was composed of the exploration of methods for tracking and collecting the participants’ clinical reasoning artifacts. Results. An instrument to collect the students’ clinical reasoning was developed. Artifacts are collected during the whole virtual patient encounter. The aspects collected are related to clinical judgment, nursing action, outcome and present states, cue logic and the client in context. The empirical demonstrated that the instrument was able to collect and expose quantitative and qualitative aspects of the students’ clinical reasoning. Conclusions. A method to systematically collect aspects of clinical reasoning during a virtual patient driven learning activity would allow purposeful feed forward and provide the necessary information for constructive debriefing sessions.

Author Comment

This is an abstract which has been accepted for the 2nd International Conference on Medical Education Informatics.