Background: The purpose of this descriptive secondary analysis of qualitative data was to gain insights into the role and opportunities of the reflective observer in high-fidelity patient simulation (HFPS). Although the value of HFPS in nursing education has been documented, the reflective observer role in HFPS may not be used to its potential.
Method: This secondary data analysis of a broader study included qualitative interviews of those in observer roles (N = 23). This secondary analysis used content analysis to address research questions related to the reflective observer role.
Results: Three themes emerged related to using the reflective observer role for self-assessment, peer review and debriefing, and team-focused learning.
Conclusion: Implications for nursing education, including orienting all HFPS participants to reflective observer roles and opportunities, are addressed. Further study of this important role for both individual and team learning is indicated. [J Nurs Educ. 2016;55(6):353-356.].
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