The perceived relationship between reflective learning conversation and clinical reasoning skills amongst critical care and trauma nurses: A cross sectional parallel mixed method

Abstract

BackgroundTo enhance clinical reasoning skills and reflective practices, Hamad Medical Corporation implemented a new educational initiative known as the reflective learning conversations method. The educational method was designed to discuss reflectively post real patient experiences. The reflective conversations aim to improve nurses' practices and ensure patient safety in the critical care and trauma units. ObjectivesThis study investigates the perceived relationship between reflective learning conversations method and clinical reasoning skills amongst critical care and trauma nurses, and explores how clinical reasoning skills can be developed through learning conversation activities. DesignA cross sectional parallel mixed methods study was conducted in Hamad Medical Corporation critical care and trauma units. Anonymous self-reported questionnaires were collected from 236 critical care and trauma nurses who attended the reflective learning conversation activities. Focus group interviews were concurrently conducted alongside the questionnaire survey. ResultsAttending reflective learning conversations educational activities has a significantly positive impact on critical care and trauma nurses' clinical reasoning skills. Reflective practice can be promoted and enhanced through the use of reflective learning conversations method. However, attending group reflection and the fear of feeling threatened are perceived barriers to reflective learning conversations. ConclusionsReflective learning conversations are perceived as an effective clinical education method to enhance the clinical reasoning skills of critical care and trauma nurses. There are barriers to effective learning conversation methods which need further in depth investigations considering gender and seniority factors.