Situation awareness and the decision‐making processes of final‐year nursing students

Tower, Marion; Watson, Bernadette; Bourke, A. R.; Tyers, Emma; Tin, Anne

doi:10.1111/jocn.14988

Cited by 19 publications

(21 citation statements)

References 38 publications

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“…In clinical encounters, collaboration with health professionals and peers provided opportunities for students to discuss skills, ndings and possible interpretations; this, again, helped them develop higher-level abilities around clustering information and cue recognition. This nding concurs with prior research showing that collaboration initiates re ection through discussion with interprofessional teams or preceptors about students' skills performance in clinical encounters (13,32). Interprofessional collaboration is also proposed as a signi cant component that provides students with opportunities to integrate theoretical and practice-based assessments (42).…”

Section: Internalization Of Physical Assessment In Clinical Nursing Practicesupporting

confidence: 85%

“…To know what is seen, heard and felt within the full context of the individual patient encounter, as well as knowledge developed through prior experience, are prerequisites for attentive cue recognition (28). This emphasizes that, through experiential learning, students develop stronger reasoning skills when practising their acquired knowledge of cue recognition in clinical settings (32).…”

Section: Internalization Of Physical Assessment In Clinical Nursing Practicementioning

confidence: 99%

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Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Byermoen¹,

Eide²,

Egilsdottir³

et al. 2021

Preprint

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Background The overall aim of this study was to explore third-year bachelor nursing students’ stimulated recall reflections on their physical assessment competence development. The choice of learning strategies in nursing education seems to have great impact on nursing students’ use of physical assessment skills while in clinical rotation. There is a need to explore nursing students’ learning processes related to the use of physical assessments. Methods Explorative qualitative design using a triangulation of data collection methods. Nine final-year nursing students’ physical assessment performances during patient encounters were audio-taped and observed. Shortly after, an individual stimulated recall interview based on the audio-recorded patient encounter and observation notes was conducted. A two-fold analysis was conducted: 1) analysis of students’ performed assessments, and 2) a meaning condensation analysis of the stimulated recall interviews. Results 1) Students’ assessments shifted from a checklist approach to a symptom-based approach, and they emphasized conversation as part of their assessments. 2) Through the stimulated recall interviews, students described reasons for using physical assessments in patient encounters, how the learning environment facilitated or hindered their use of physical assessments, and their own learning strategies. Conclusions Findings contribute a novel, in-depth description of what influenced nursing students’ learning processes of using physical assessment during clinical rotation. This study reveals the importance of designing and implementing learning activities in practical and theoretical courses to support and strengthen students’ learning processes. Further, findings suggest that stimulated recall as a reflective practice should be used systematically to enhance clinical reasoning skills and thus provide deep learning. A more targeted course design for physical assessment— building on and emphasizing nursing students’ prior knowledge and competence—may lead to more confident registered nurses and promote patient safety in different health care contexts.

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Section: Internalization Of Physical Assessment In Clinical Nursing Practicesupporting

confidence: 85%

Section: Internalization Of Physical Assessment In Clinical Nursing Practicementioning

confidence: 99%

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Byermoen¹,

Eide²,

Egilsdottir³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…From the 17 included articles, 11 reported quantitative or mixed studies5,6,8,14–21 whereas 6 reported qualitative studies 7,22–26. The vast majority (n = 16) of the studies explored how nursing students responded to a decline in patient status or significant change in condition during simulation education activities.…”

Section: Resultsmentioning

confidence: 99%

Nursing Students' Cue Recognition in Educational Simulation

2022

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ew graduate nurses often struggle to apply clinical judgment, the outcome of critical thinking and decision making, in the context of complex patient care. [1][2][3] New graduate nurses can provide a higher quality of care, resulting in better patient outcomes, if clinical judgment skills are enhanced. [2][3][4] The National Council of State Boards of Nursing (NCSBN) has reemphasized competency in clinical judgment as a requirement for registered nurse licensure. The NCSBN Clinical Judgment Measurement Model describes clinical judgment as a process of recognizing cues, analyzing cues, prioritizing hypotheses, generating solutions, taking actions, and evaluating outcomes. 1 Recognizing cues, an important early aspect of clinical judgment, means that the nurse notices what is happening with the patient, such as changes in vital signs or assessment data. 2 Failure to recognize cues in a deteriorating patient situation can lead to poor outcomes. [5][6][7][8] BackgroundHuman patient simulation activities are used routinely in nursing education in an effort to bridge the gap between theoretical knowledge and practical application of clinical judgment. 3 Nursing simulation activities range from using simple task trainers for practicing nursing skills, such as wound care, to interacting with high-fidelity, computer-driven manikins or standardized patients that provide real-time feedback in realistic settings. 9 Nursing faculty routinely implement simulation activities to provide opportunities for students to practice critical thinking and clinical judgment. The simulation scenarios include objectives, an environment, background information, and ongoing cues to the actions needed. The International Nursing Association for Clinical Simulation and Learning (INACSL) defines cues as "information provided that helps the participant(s) process and progress through the Author Affiliations: Students (Mss Poledna and Gómez-Morales

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“…Along other skills and competencies, they need safety skills to recognize patient safety incidents (e.g. syringe labelling), work in a team, learn from errors and use problemsolving techniques and practice development skills (Brasaitė et al, 2016;Kwiecień-Jaguś et al, 2018;Lavoie et al, 2020;Tower et al, 2019;Willman et al, 2020). Nurses, as the largest healthcare professional group, have an extraordinary impact on patient safety and their safety performance influences quality of care, well-being and health outcomes of their patients.…”

Section: Backg Rou N Dmentioning

confidence: 99%

Development and testing of the situational judgement test to measure safety performance of healthcare professionals: An explorative cross‐sectional study

et al. 2021

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Adverse events, with an 8%-12% occurrence in all hospitalizations in European countries, have a huge impact on patient mortality and morbidity (Vries et al., 2008). In recent decades, especially since the publishing of the report "To err is human: building a safer health system" in 1998 (Kohn et al., 2000), the importance of safety skills, safety performance and safety culture have become clear and more evident

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Situation awareness and the decision‐making processes of final‐year nursing students

Cited by 19 publications

References 38 publications

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Nursing students’ development of using physical assessment in clinical rotation—a stimulated recall study

Nursing Students' Cue Recognition in Educational Simulation

Development and testing of the situational judgement test to measure safety performance of healthcare professionals: An explorative cross‐sectional study

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