Measurable reflection in simulation: A pilot study.

PURPOSE: Debriefing is considered a cornerstone in the success of simulated learning practices. For debriefing to be productive and meaningful, reflection of the learners is essential. Measuring reflection during debriefing has proven to be difficult. This study aimed to validate a reflection rubric based on Kolb's Theory of Experiential Learning and integrate the assessment tool into simulation debriefing practice. METHODS: This research was a non-experimental mixed-methods, sequential explanatory design. Validation for the rubric was accomplished by expert content review and an observation process. Students participated in a standardized patient simulation (SPS) portraying a patient with bipolar disorder. The SPS debriefings were recorded and thematically coded to determine the quality and level of reflection of the students according to the following rubric criteria based on Kolb's theory: (1) Concrete Experience, (2) Reflective Observation, (3) Abstract Conceptualism, and (4) Active Experimentation. A descriptive statistical analysis of student responses was applied. RESULTS: The Debriefing Reflection Rubric was successful in determining the level of reflection in the dental hygiene students; further descriptive results were evaluated by a thematic analysis of student responses (N = 173). Student responses demonstrated reflective observations and concrete experiences (n = 112); however, dental hygiene students demonstrated limited responses (n = 61) to abstract conceptualism and connecting their experience to future goals and experimentation. CONCLUSION: The Debriefing Reflection Rubric, based on Kolb's Theory of Experiential Learning, was successful in measuring a learner's level and quality of reflection during a simulation debriefing.

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

BACKGROUND: Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. METHOD: Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. RESULTS: Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. CONCLUSION: Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment.

Breastfeeding experiences of active duty military women.

In the last 2 decades there has been an increase in both women in the workforce and women who breastfeed. All women in the workforce may experience a variety of issues when trying to combine breastfeeding and employment. Active duty women may experience issues similar to civilian working mothers, as well as issues specific to military service. The purpose of this qualitative study was to explore the breastfeeding experiences of active duty military women. An interactive interview process was used with a purposive sample obtained from the breastfeeding population of a Midwestern Air Force base. Overall, the nine women included in this study will provide health care professionals with knowledge to address more effectively the needs of the active duty breastfeeding mother.