Accepted for/Published in: JMIR Nursing
Date Submitted: Jun 20, 2022
Date Accepted: Aug 24, 2022
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Virtual reflection groups enhance the competence of advanced practice nurse students in their master’s education during COVID-19 pandemic: A qualitative study.
ABSTRACT
Background:
In the Master’s Programme of Advanced Practice Nursing (APN) at a Norwegian University College, the learning activity reflection groups were converted into virtual reflection group (VRG) meetings during the COVID-19 pandemic. Regardless of the students´ clinical practices in different hospitals, they could participate in the same VRG meeting online together with the educator from the university college, and the clinical supervisors were invited to participate. The students were in the process of developing the core competence required in their role as APNs, and they had increased responsibility in the implementation of the VRG meetings.
Objective:
To explore how the APN master’s students experienced the VRG meetings during the COVID-19 pandemic.
Methods:
A qualitative explorative design was adopted, using focus group interviews.
Results:
The main findings of this study highlighted the importance of structure in VRG meetings, the role of increased responsibility in students’ learning process, the development of APN students’ competencies and the increased professional collaboration with the clinical supervisors. The APN students and the clinical supervisors also continued their discussions in the clinical setting afterwards, which strengthened the collaboration between students’ education in the master’s programme and their clinical practice.
Conclusions:
VRG meetings gave the students the opportunity to lead a professional discussion while reflecting thoroughly on the chosen patient cases from clinical practice. They experienced receiving feedback from fellow students, supervisors and educators as stimulating their critical thinking development.
Citation
