Creating a Simulation Experience to Promote Clinical Judgment

Reibel, Melody; Cason, Melanie; Screws, Sarah

doi:10.1016/j.teln.2019.07.001

Cited by 5 publications

(13 citation statements)

References 10 publications

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“…Reflection 6,7,15,19–21,29–32,39 refers to the evaluation of the patients' health outcomes 40 concerning the provided nursing action or intervention 25 . As proposed by Tanner, 4 a nurse uses reflection‐in‐action while confronting a circumstance for evaluating how effective his or her actions are.…”

Section: Resultsmentioning

confidence: 99%

“…The critical attributes of clinical judgment in nursing students include cognitive process, observation, assessment, interpreting and prioritizing data, responding, and reflection, which can be observed through nursing actions 25,32 . Most of the literature identifies that nurse educators widely use simulation‐based learning to develop clinical judgment of their nursing students 15,19–21,29,32 …”

Section: Empirical Referentsmentioning

confidence: 99%

“…The Lasater Clinical Judgment Rubric (LCJR) is an observational instrument 6 used for assessing clinical judgment skills of nursing students in the course of exposure to the clinical situation 15,19–21,28,29,31,36 . The LCJR consists of four dimensions.…”

Section: Empirical Referentsmentioning

confidence: 99%

“…The clinical judgment concept was chosen for analysis because it is broadly used among healthcare professionals. Various terms are probably used interchangeably, including critical thinking, clinical reasoning, and clinical decision-making, [2][3][4][5][6][7][8][9][10][11] which causes confusion and inappropriate use. 6,12 However, it is not well understood about clinical judgment in nursing students and how educators can help develop good clinical judgment among nursing students.…”

Section: Introductionmentioning

confidence: 99%

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A concept analysis of clinical judgment in undergraduate nursing students

et al. 2022

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Aim To offer a clear understanding of the definition, attributes, antecedents, and consequences of undergraduate nursing students' clinical judgment in the nursing education context. Background Clinical judgment is a concept with broad uses among healthcare professionals. Its definitions and attributes vary across contexts. There is no established understanding of clinical judgment in nursing students. Design This concept analysis was performed using the eight steps of Walker and Avant's framework. Data Sources A literature search was conducted using search engines and included peer‐reviewed articles related to clinical judgment in nursing students. Results Clinical judgment in nursing students was defined as the cognitive process exhibited via a nursing action by observation, patient assessment, interpreting, and prioritizing data that lead to responding using the appropriate nursing practice with the patient. Reflection was used to evaluate nursing students' clinical judgment to revise nursing practice. Antecedents included nursing education curriculum, student's knowledge, previous clinical experience, critical thinking, and clinical reasoning. The consequences of clinical judgment were clinical judgment ability, safe nursing practice, nursing care quality, and patient safety. Conclusions This concept analysis gives clear insights into the definition, attributes, antecedents, and consequences of undergraduate nursing student's clinical judgment.

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Section: Resultsmentioning

confidence: 99%

Section: Empirical Referentsmentioning

confidence: 99%

Section: Empirical Referentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A concept analysis of clinical judgment in undergraduate nursing students

et al. 2022

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“…This process requires a nurse to recognize patient cues, and critically analyze the data. This is followed by making appropriate decisions to optimize patient outcomes [ 1 , 2 , 3 , 4 ]. Yet, studies document that new nurses struggle to apply their recently acquired knowledge in the rapid-paced, ever-changing clinical setting [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Improving Physical Assessment and Clinical Judgment Skills without Increasing Content in a Prelicensure Nursing Health Assessment Course

et al. 2021

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One hundred twenty-six assessment skills are taught in prelicensure nursing health assessment courses, yet 30 skills are used on a routine basis in practice. New nurses struggle to apply their acquired knowledge in clinical settings. Method: A literature review was completed. Based on the results, a first semester health assessment course in a southeastern accelerated baccalaureate nursing program was redesigned. Lectures and skills labs were adjusted to focus on the most critical assessment skills. To foster critical thinking and clinical judgement, a health assessment post conference was added where students completed concept maps, system specific case studies, nursing priority setting, and patient teaching plans. Results: Outcome surveys were completed by second semester faculty. Prior to course adjustments, 33 percent of students did not meet the benchmark. Following course changes, all students met or exceeded the benchmark. Conclusion: Focusing on critical assessment skills will increase student nurses’ ability to deliver safe patient care.

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