Fostering Clinical Judgment Abilities during Clinical Remediation: A Multi-Modal Approach

Abstract

Remediation has been used for students at risk for clinical failure, with the belief that additional support will enhance the potential for students to be successful their clinical practicums. A multi-modal remediation program was developed which utilized evidence-based approaches to address clinical judgment abilities for students unable to meet the clinical performance objectives. This program incorporated various facets shown to have a positive effect on the development of clinical judgment, including: 1) an individualized remediation plan; 2) low and high fidelity simulation; 3) student self-assessment of their performance compared to actual performance; 4) the Lasater Clinical Judgment Rubric (LCJR) and; 5) a virtual community (VC). This multi-modal approach to remediation appeared to successfully meet the student's learning needs while providing a clearly defined process that used a pedagogically sound framework. The individualized learning plan provided the student with a clear action plan. Simulation provided experiences in a safe environment. The LCJR worked well as a tool for student self-assessment and faculty feedback. The VC aided the students in the 'knowing' of the character as a person and their unique patterns related to their illnesses. This multi-modal remediation program allowed students a chance for success in meeting clinical performance objectives.

A Proactive Curriculum With Remediation Intervention Tool for Nursing Education Success

“…Analysis of the literature pointed to interventions implemented throughout the curriculum that were positively associated with nursing student and program success; these included tutoring, learning support seminars, semester-length remediation courses, integration of active learning strategies produced by publishers of nursing texts, adoption of standardized exams, and use of in-class and high-fidelity simulation (Fenske & Price, 2016; Kaddoura et al, 2017; Pence, 2016; Walker, 2016). Nursing program orientation courses were also found to increase retention (Fagan & Coffey, 2019; Walker, 2016), and NCLEX ® -RN preparation courses raised pass rates for at-risk students (Poorman et al, 2015; Serumbus, 2016).…”

Concept Analysis of Clinical Judgment in Nursing Students: A Hybrid Model

“…This concept, in a general view, can overlap with a number of the concepts like clinical decision making, critical thinking, clinical reasoning, intuition, and problem-solving; but in fact, these concepts are linked together and act as the antecedents or consequence of CJ. Assessing the knowledge and the attributes of the concept in a variety of healthcare contexts enables the clinical teachers to better deal with the realities of the patient care and to apply educa- tional methods for the development of the nursing students' CJ (11). Van Graan et al (2016) showed that major structural and environmental transformations in nursing context are important factors in the changing concept of CJ in nursing education (7).…”