Using a design-based research methodology to develop virtual reflection groups for Master's students in nursing: An applied study

Solberg, Marianne Trygg; Landfald, Ørjan Flygt; Clarke, Sara; Sørensen, Anne Lene

doi:10.1016/j.ssaho.2022.100286

Cited by 4 publications

(8 citation statements)

References 17 publications

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“…By participating in the VRG meetings and experiencing different roles, the APN students increased their responsibility, both by leading and taking part in professional discussions about issues derived from clinical practice. The APN students experienced rigorous guidelines as useful for organizing meetings with a structure that facilitated the distribution of time [ 6 ]. The students took turns assuming responsibility for leading the meeting discussions, which they reported as a useful experience in preparing for their role as APNs.…”

Section: Discussionmentioning

confidence: 99%

“…This study was conducted at a Norwegian university college with students in a master’s program in advanced practice nursing during the COVID-19 pandemic. All students participated in a VRG using rigorous guidelines [ 6 ]. They had completed the third placement of their clinical practice in different hospitals and units in East Norway, and they were invited to participate in the study after receiving both oral and written information.…”

Section: Methodsmentioning

confidence: 99%

“…The reflection groups are a learning activity that supports the collaborative learning of students, together with their educator, and their clinical supervisors are also invited to participate [ 6 ]. Through reflection, the students can express their views and arguments, along with their previous experiences, which the group members can either confirm or challenge [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

“…The web-based VRG meeting, which uses rigorous guidelines, was tested in a pilot project from 2019 to 2020 for APN students in critical care. In 2021, the VRG was implemented in the master’s program during the COVID-19 pandemic lockdown [ 6 ]. The benefit of the VRG meetings was that even if the students’ clinical practice took place in different hospitals, they could participate in the same VRG meeting on the web, together with the educator from the university college, using the digital platform Zoom, and the clinical supervisors could also participate remotely [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

“…In 2021, the VRG was implemented in the master’s program during the COVID-19 pandemic lockdown [ 6 ]. The benefit of the VRG meetings was that even if the students’ clinical practice took place in different hospitals, they could participate in the same VRG meeting on the web, together with the educator from the university college, using the digital platform Zoom, and the clinical supervisors could also participate remotely [ 6 ]. In these meetings, the students were in the process of developing core competencies for their role as APNs.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master’s Students

Høybakk¹,

Nes²,

Kvande³

et al. 2022

JMIR Nursing

Self Cite

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Background In the master’s program of advanced practice nursing 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 on the web 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 advanced practice nurses (APNs), and they had increased responsibility in the implementation of the VRG meetings. Objective In this study, we aimed to explore how master’s students of advanced practice nursing experienced VRG meetings during the COVID-19 pandemic. Methods A qualitative exploratory design was adopted using focus group interviews. A group of students in the master’s program of advanced practice nursing participated in an interview that lasted for 60 minutes. They had experienced participating in the VRG meetings following a rigorous guide during their clinical practice. The data from the focus group were analyzed using qualitative content analysis. Results The main findings of this study highlighted the importance of structure in VRG meetings, the role of increased responsibility in students’ learning processes, the development of APN students’ competencies, and increased professional collaboration with clinical supervisors. The APN students and clinical supervisors also continued their discussions in the clinical setting afterward, which strengthened the collaboration between students’ education in the master’s program and their clinical practice. Conclusions VRG meetings gave the students the opportunity to lead professional discussions 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.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master’s Students

Høybakk¹,

Nes²,

Kvande³

et al. 2022

JMIR Nursing

Self Cite

View full text Add to dashboard Cite

show abstract

Masterstudenters læreforutsetninger: en kilde til didaktisk entreprenørskap i høyere utdanning

Rød

Solevåg

Aagaard

2022

Uniped

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Virtual Reflection Group Meetings as a Structured Active Learning Method to Enhance Perceived Competence in Critical Care: Focus Group Interviews With Advanced Practice Nursing Students

Solberg¹,

Sørensen²,

Clarke³

et al. 2023

JMIR Med Educ

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Background Advanced practice nurses (APNs) are in high demand in critical care units. In Norway, APNs are educated at the master’s degree level and acquire the competence to ensure the independent, safe, and effective treatment of patients in constantly and rapidly changing health situations. APNs’ competence embraces expert knowledge and skills to perform complex decision-making in the clinical context; therefore, it is essential that educational institutions in nursing facilitate learning activities that ensure and improve students’ achievement of the required competence. In clinical practice studies of APN education, face-to-face reflection group (FFRG) meetings, held on campus with the participation of a nurse educator and advanced practice nursing students (APNSs), are a common learning activity to improve the competence of APNSs. Although FFRG meetings stimulate APNSs’ development of required competencies, they may also result in unproductive academic discussions, reduce the time that APNSs spend in clinical practice, and make it impossible for nurse preceptors (NPs) to attend the meetings, which are all challenges that need to be addressed. Objective This study aimed to address the challenges experienced in FFRG meetings by implementing virtual reflection group (VRG) meetings and to explore the experiences of APNSs, NPs, and nurse educators in VRG meetings as an active learning method supported by technology to stimulate students’ development of the required competence to become APNs in critical care. Methods This study adopted a qualitative explorative design with 2 focus group interviews and used inductive content analysis to explore the collected data. Results The main finding is that reflection group meetings supported by technology resulted in a better-structured active learning method. The VRG meeting design allowed APNSs to spend more time in clinical practice placements. The APNSs and NPs experienced that they participated actively and effectively in the meetings, which led to a perceived increase in competence. The APNSs also perceived an improved learning experience compared with their prior expectations. Conclusions Users perceived that the implemented novel teaching design supported by technology, the VRG meeting, was a more effective method than FFRG meetings on campus to develop APNSs’ required competence in critical care. The VRG was also perceived as an improved method to solve the challenges encountered in FFRG meetings. Specifically, the APNSs felt that they were prepared to undertake complex decision-making with a higher level of analytic cognition in a clinical context and to lead professional discussions in the ward. This developed teaching design can easily be adapted to diverse educational programs at various levels of professional education.

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Using a design-based research methodology to develop virtual reflection groups for Master's students in nursing: An applied study

Cited by 4 publications

References 17 publications

Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master’s Students

Exploring the Impact of Virtual Reflection Groups on Advanced Practice Nurse Students During the COVID-19 Pandemic: Focus Group Study With Master’s Students

Masterstudenters læreforutsetninger: en kilde til didaktisk entreprenørskap i høyere utdanning

Virtual Reflection Group Meetings as a Structured Active Learning Method to Enhance Perceived Competence in Critical Care: Focus Group Interviews With Advanced Practice Nursing Students

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