Virtual Health Assessment Laboratory Course Delivery and Nursing Student Clinical Judgment

Abstract

Background: It is essential to explore virtual learning experiences to identify their impact on nursing students' learning. Purpose: The purpose of this study was to investigate the relationship between the virtual delivery of a health assessment laboratory course and nursing students' clinical judgment. Methods: Using a mixed-methods explanatory sequential design, the investigators appraised the final laboratory examinations of both in-person and virtual delivery cohorts using the Lasater Clinical Judgment Rubric (LCJR) and then interviewed faculty members. Results:The LCJR total mean scores (mean = 10.64) and mean scores for Effective Noticing (mean = 3.48) were higher for the virtual delivery students. The faculty reported that virtual delivery advances students' critical appraisal skills related to subjective assessment but advocated for in-person delivery to develop physical examination techniques. Conclusion:Although the mean clinical judgment scores were higher for the students whose course delivery was virtual, in-person experiences are necessary to develop psychomotor techniques to prepare students for clinical practice.

Pressure Ulcer Management Virtual Reality Simulation (PU-VRSim) for Novice Nurses: Mixed Methods Study

“…Furthermore, clinical judgment is a particularly important skill in nursing that has also received recent attention. VR has a positive impact on clinical judgment in nursing education [ 39 ]. Therefore, positive effects and acquisition of new skills can be expected if field-tailored simulation [ 40 ] is applied to nurses to reproduce clinical situations.…”