Reflective Journaling to Promote Critical Reflective Thinking Post-Simulation-Based Education

Background: Reflective journaling may be a useful method to promote the processes of reflection and critical reflection post simulation debriefing. Methods: Guided by the AMNP and CRI models, this 3-week quasi -experimental two group pretestposttest study tested the effects of guided reflective journaling on reflective thinking and critical reflective thinking in 54 prelicensure nursing students (n = 25 intervention and 29 control). The Reflection subscale of the Reflective Thinking Inventory (RTI, 3-15, higher better reflection) and Critical Reflective Thinking Inventory (CRIAT, 0-180, higher scores better critical reflection) measured reflection and critical reflection, respectively. Results: MANCOVA demonstrated no differences over time and no interaction effect on the outcome variables. There was a difference in level of reflection between groups with the control group demonstrating greater scores at both time points. Mean scores for critical reflection were slightly higher post intervention for the intervention group. Conclusion: Findings suggest guided reflective journaling post-SBE may enhance critical reflection with a greater dose. Cite this article: Walsh, J.A., Sethares, K.A., Viveiros, J.D. & Asselin, M.E. (2024, Month). Reflective Journaling to Promote Critical Reflective Thinking Post-Simulation-Based Education. Clinical Simulation in Nursing , 88, 101511. https://doi.org/10.1016/j.ecns.2024.101511 . (c) 2024 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.