A framework to support preceptors’ evaluation and development of new nurses’ clinical judgment

Nielsen, Ann; Lasater, Kathie; Stock, Mary

doi:10.1016/j.nepr.2016.03.012

Cited by 52 publications

(20 citation statements)

References 43 publications

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“…Online discussion activities are often used to develop skills in reflective practice, critical evaluation, and leadership, as well as to increase knowledge about a given topic (Gillespie, Pritchard, Bankston, Burno, & Glazer, 2016;Nielsen, Lasater, & Stock, 2016;Smith, 2015). Historically, discussion board activities have worked well for concept-focused objectives and the development of problem-solving skills (Schnetter, O'Neal, Lacy, Jones, Bakrim, & Allen, 2014).…”

Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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Abstract:In addition to learning more about a topic, online discussion activities may be used to develop skills in reflective practice, critical evaluation, and leadership. Faculty often spends a great amount of time and energy developing discussion assignments that will improve these skills and align with course learning outcomes. Facilitating and evaluating online discussion assignments can seem overwhelming and time-consuming for instructors. Students may feel the online discussion forum assignments lacks clarity and be at a loss on how to proceed. Incongruity about the assignment occurs when the instructor’s expectations about the discussion activity and the students' understanding about the assignment’s expectations do not align. This article will review a collaborative process used to align instructor expectations and student understanding for the express purpose of evaluating online discussion board assignments in a fair and objective manner.

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Section: Review Of Related Literaturementioning

confidence: 99%

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

McKinney

2018

OLJ

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“…However, no studies were found on how nurses move from being novice to expert in their clinical role and to our understanding, this study is unique in exploring the role of hospitals in LMICs in developing nursing experience for quality care. Previous research in the USA, Australia, UK and Finland has shown that nurses develop substantial knowledge of the strengths and weaknesses of hospital systems through experience (Debono & Braithwaite, ; Johnson, ; Nielsen, Lasater, Lasater, & Stock, ). A systematic review of studies that have applied the Benner theory between 2006–2016 showed that the theory has been applied widely in high‐income countries in exploring nursing practice, nursing education and nursing research (Oshvandi et al, ).…”

Section: Discussionmentioning

confidence: 99%

“I train and mentor, they take them”: A qualitative study of nurses' perspectives of neonatal nursing expertise and its development in Kenyan hospitals

et al. 2020

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Aims and Objectives Neonatal inpatient care is reliant on experienced nursing care, yet little is known about how Kenyan hospitals foster the development of newborn nursing experience in newborn units. Design A Qualitative ethnographic design. Methods Face to face 29 in depth interviews were conducted with nurses providing neonatal care in one private, one faith based and one public hospital in Nairobi, Kenya between January 2017 and March 2018. All data were transcribed verbatim, coded in the original language and analysed using a framework approach. Results Across the sectors, nurses perceived experience as important to the provision of quality care. They noted that hospitals could foster experience through recruitment, orientation, continuous learning and retention. However, while the private hospital facilitated experience building the public and faith‐based hospitals experienced challenges due to human resource management practices and nursing shortages. Conclusion Health sector context influenced how experience was developed among nurses. Implications Nurturing experience will require that different health sectors adopt better recruitment for people interested in NBU work, better orientation and fewer rotations even without specialist nurse training.

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“…In the decision about targeting, only through knowledge about the patients, whether through the way they often react to care situations, or the understanding of patients as individuals (9,13) , students are able to decide about their interventions searching for the best benefit for patients (10)(11) . Learning to decide also means knowing how to be focused on the care to be provided, going beyond the clinical aspects of the situation (28) : Whenever I went to their room, I talked and played with T, and tried to gain H's confidence…I got close to H and started asking which toys were on the bed. He started answering and we started playing.…”

Section: Frequency By Categorymentioning

confidence: 99%

Decision making from the perspective of nursing students

Marques

2019

Rev. Bras. Enferm.

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Objective: To analyze the decision making of students from a nursing higher school and understand how they make decisions in the care process. Method: A qualitative study with an exploratory and descriptive approach was carried out with the case study method. Results: Six types of decision making were categorized by the students as follows: Decision about communication (15 record units [RU]); Decision about understanding (14 RU); Decision about intervention (9 RU); Decision about timing (5 RU); Decision about targeting (4 RU); and Decision about management (0 RU), with a total of 47 RU. Final considerations: Analysis of the learning diaries showed that students make more decisions regarding communication with patients and understanding of the care situation, than with the acting decision.

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A framework to support preceptors’ evaluation and development of new nurses’ clinical judgment

Cited by 52 publications

References 43 publications

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

The Impact of Program-Wide Discussion Board Grading Rubric on Student and Faculty Satisfaction

“I train and mentor, they take them”: A qualitative study of nurses' perspectives of neonatal nursing expertise and its development in Kenyan hospitals

Decision making from the perspective of nursing students

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