The specific aims of this study are to (a) test the effect of a reflection education intervention on the baccalaureate students' level of reflection during online CPC, (b) examine the relationship between student attributes and level of reflection, and (c) examine the relationship between clinical reasoning and level of reflection.
A quasi-experimental, nonequivalent comparison group design was utilized, while up to six weeks of asynchronous online CPC was conducted during acute care clinical courses with three levels of students in a baccalaureate nursing program in Southern California.
aa06259810