Guided Reflection: Experiential Learning Toward Safe and Accountable Nursing Practice

Background: This research explored the personal and professional learning associated with a mock trial legal simulation (MTLS) and guided reflective learning activity among senior nursing students on a single rural campus of a multicampus pre-licensure program. Methods: A qualitative, descriptive approach was used with conventional content analysis of blog entries to inform the research question. Results: The findings from this research suggest that the MTLS was a powerful experience for learners, uncovering new insights into emotional responses in simulation, realities of nursing practice, and intersections between professional practice and the legal system. Conclusion: Academic faculty must carefully consider how to allow for sufficient learning opportunities for learners to interact with legal and ethical issues. The MTLS allowed learners to review and reflect on the Registered Nurse's (RN) scope of practice and the standards of care. Reflective blogs provided learners additional time to emotionally and cognitively process the events of the simulation.