Reflective Learning as a Pathway to Professional Self-Actualization in Simulation-Based Learning: A Qualitative Case Study

Document Type

Journal Article

Publication Date

4-9-2025

Journal

Simulation in healthcare : journal of the Society for Simulation in Healthcare

DOI

10.1097/SIH.0000000000000852

Keywords

Critical Care Flight Paramedic Program; Reflective learning; autonomy; competence; continuous professional development; health care education; humanistic learning principles; intrinsic motivation; lifelong learning; professional growth; professional self-actualization; reflective practice; relatedness; self-determination theory; simulation-based learning

Abstract

INTRODUCTION: Simulation-based learning (SBL) is essential in health care education, integrating theoretical knowledge with practical experience through reflective learning in debriefs. Although reflective learning during postsimulation debriefs enhances theory-practice integration, its role in fostering intrinsic motivation and professional self-actualization is not fully understood.This study examines how reflective learning, rooted in humanistic learning principles, influences students' self-actualization in the Critical Care Flight Paramedic Program (CCFPP). Specifically, it seeks to understand how and why reflective learning influences CCFPP students' intrinsic motivation, professional growth, and self-actualization through the framework of Self-Determination Theory (SDT). METHODS: The research used a qualitative case study design aligned with a relativist-constructivist framework. It is grounded in humanistic learning principles outlined by Gage and Berliner, which shaped the interview questions. Data were collected through semistructured interviews with 11 participants and analyzed using thematic analysis. The study examined the responses and results within the framework of SDT, which also provides the theoretical basis for understanding professional self-actualization. RESULTS: Analysis revealed that reflective learning significantly contributed to professional self-actualization by promoting autonomy, enhancing competence, and fostering relatedness. The findings highlight the rapid transformation facilitated by the intensive SBL environment and emphasize the role of reflective learning in linking theory with real-world applications. CONCLUSION: The study highlights reflective learning's crucial role in fostering professional self-actualization among CCFPP students. Integrating humanistic principles into SBL, particularly during postsimulation debriefs, can develop competent and motivated health care professionals, aiding in their journey toward professional self-actualization.

Department

School of Medicine and Health Sciences Student Works

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