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@article{184687,
        author = {Prof. Dr. Neetu Bhadouria and Ms. Shweta Macknight},
        title = {Investigating the Role of Advocacy Inquiry Questions in Enhancing Reflective Learning, Clinical Reasoning, and Advocacy Competencies among Nursing Students during Simulation Debriefing},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {4},
        pages = {3012-3016},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=184687},
        abstract = {Simulation based education (SBE) is a cornerstone of contemporary nursing curricula, yet the quality of debriefing determines whether simulated experiences translate into lasting clinical competence. Recent scholarship emphasizes advocacy inquiry—a structured questioning technique that couples purposeful advocacy with open ended inquiry—to promote deeper reflection, robust clinical reasoning, and the development of advocacy skills. This review synthesizes current evidence (2018 2024) on how advocacy inquiry questions influence nursing students’ reflective learning, clinical reasoning, and advocacy competencies during simulation debriefing. Themes emerging from quantitative, qualitative, and mixed methods studies are organized around (1) cognitive mechanisms underpinning reflection, (2) the alignment of advocacy inquiry with established debriefing frameworks, and (3) the translation of debriefing dialogue into measurable advocacy behaviors. Gaps in the literature, methodological considerations, and recommendations for faculty development and future research are discussed. Findings suggest that systematically integrating advocacy inquiry questions into debriefing enhances learner engagement, promotes metacognitive awareness, and cultivates the advocacy mindset essential for patient centered care.},
        keywords = {},
        month = {September},
        }