Abstract
BackgroundMedical learners who use structured reflection demonstrated improved diagnostic accuracy. This has not been explored in nurse practitioner students. MethodsThe qualitative purpose of the mixed methods intervention study was to understand how nurse practitioner students experience cognitive bias and their perception of structured reflection's utility to explain any diagnostic reasoning competency and accuracy changes within simulation. Qualitative description was used to explore themes. ResultsStructured reflection users noted its utility was diagnostic justification. Control participants did not identify using structured reflection but did note using its disconfirming elements for why they changed their initial diagnosis. ConclusionStructured reflection education and application may build competency.
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