iCARE in Action: Empowering Clinical Self Regulated Learning Through Structured Reflection and Feedback

Date: Saturday, 26 September 2026 | Time: 1110 - 1240 | Venue: PSL2 [Combined], Academia (SGH Campus)

Track Type: Workshop

Speaker(s):

Overview:

Self Regulated Learning (SRL) is essential for healthcare learners who must adapt rapidly, integrate theory with practice, and think critically in dynamic clinical environments. However, research indicates that students often do not naturally develop SRL abilities and instead rely heavily on clinical instructors for guidance and assessment. To address this, the iCARE model – internalisation of Critical thinking, Assessment, Reflection to Empower learning – was created and evaluated through a quasi experimental study involving 49 nursing students. The intervention combined a Guided Daily Reflective Journal (GDRJ) with weekly SRL focused feedback and demonstrated significant improvements in students’ SRL, reflective levels, self efficacy, clinical reasoning, and skill performance compared to group reflection. (Zeng, W., et al., 2024)

This workshop translates the evidence based iCARE model into practical strategies that educators and students can integrate immediately. Through experiential journaling, feedback practice, and case based discussions, participants will explore how structured reflection and co regulation through feedback foster deeper learning, metacognition, and learner autonomy. The session equips clinical educators with actionable tools to reimagine clinical learning and build the future-ready, reflective, and self-directed learners envisioned in Learning Reimagined: Education for Tomorrow’s World.

Learning Outcome(s):

By the end of this workshop, participants will be able to:
1. Describe the theoretical foundations of the iCARE SRL model.
2. Apply the Guided Daily Reflective Journal (GDRJ) to build reflective and metacognitive thinking.
3. Demonstrate SRL focused feedback strategies to support co regulation.
4. Facilitate development of SRL traits such as self monitoring, goal-setting, and strategic learning.
5. Implement iCARE elements within clinical or academic learning environments.

Target Audience:

Educators, clinical instructors, faculty developers, and students across health professions.