The Application of Reflection Beyond Action in Nursing Education a Modified Version of Tanner's Clinical Judgment Model

Purpose: The purpose of the research was to explore the experience and understanding of clinical judgment of IENs when engaged in High Fidelity Patient Simulation (HFPS) and stimulated recall and reflective practice.   

Methods: The research employs qualitative descriptive, open-ended exploratory and interpretive methods informed by constructivism and transformative learning theories. The participants in this study were four IENs, aged 27–37, who were attending a university academic bridging program. They participated in a) a preliminary interview to collect data regarding their demographics and information associated with their educational, clinical, and professional background; b) three interactive simulated clinical activities comprising of high-fidelity SimMan™ manikins; and c) three stimulated recall sessions followed by three focus groups. The interactive simulated activities were videotaped and stimulated recall and focus groups were audiotaped. Tanner’s Model of Clinical Judgment was used to guide this process.  

Results: Thethematic analysis uncovered six themes pertaining to IEN’s experience and understanding of clinical judgment of which the concept of reflection-beyond-action emerged as implication for the teaching and learning of IENs.

Conclusion: Reflection-beyond-action has emerged from the findings associated with the understanding of IENs of clinical judgment and a concept that would allow further development of mindful learners.