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Scortzaru M, Larkin T, Luttrell J, Parazin J. Creation of a Common Framework to Evaluate Initial Registered Nurse Role Competency. J Nurses Prof Dev 2024; 40:184-189. [PMID: 38949971 DOI: 10.1097/nnd.0000000000001064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/03/2024]
Abstract
Assessment of initial nursing competency is essential to safe nursing practice yet often focuses on psychomotor skill acquisition. A multistate health system created a competency strategy based on a comprehensive conceptualization of competency using the American Nursing Association scope and standards of nursing practice. This approach allows for the broad application of a standard competency assessment tool across diverse nursing specialties and provides a framework for nursing professional development practitioners to implement in their organizations.
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Betts J, Muntean W, Dickison P. Evaluating the Importance of Clinical Judgment in Entry-Level Nursing. J Nurs Educ 2024; 63:156-162. [PMID: 38442395 DOI: 10.3928/01484834-20240108-06] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
Abstract
BACKGROUND This study investigated the extent to which clinical judgment is important in entry-level nursing practice. METHOD A task analysis linkage study methodology based on a large-scale, comprehensive practice analysis was used for the study. The practice analysis validated more than 200 entry-level nursing tasks, and the linkage study sought to evaluate the importance of clinical judgment overall and for each specific task expectation. RESULTS The results provide confirmatory evidence of the importance of clinical judgment. In addition, the work provides a comprehensive list of entry-level tasks and their associated clinical judgment importance. CONCLUSION Clinical judgment is a vital skill at entry into the profession and is expected to grow over time. This study offers insights on the extent to which clinical judgment is a necessary skill and provides direct evidence of its importance for specific entry-level tasks. [J Nurs Educ. 2024;63(3):156-162.].
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Bussard ME, Jessee MA, El-Banna MM, Cantrell MA, Alrimawi I, Marchi NM, Gonzalez LI, Rischer K, Coy ML, Poledna M, Lavoie P. Current practices for assessing clinical judgment in nursing students and new graduates: A scoping review. NURSE EDUCATION TODAY 2024; 134:106078. [PMID: 38184981 DOI: 10.1016/j.nedt.2023.106078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 12/11/2023] [Accepted: 12/18/2023] [Indexed: 01/09/2024]
Abstract
OBJECTIVE To map current assessment practices for learning outcomes related to nurses' clinical judgment from undergraduate education to entry to practice. DESIGN Scoping review using the Joanna Briggs Institute guidelines and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). DATA SOURCES Electronic databases-Cumulative Index of Nursing and Allied Health Literature (CINAHL Complete; EBSCOhost), EMBASE (Ovid), MEDLINE (Ovid), PsycINFO (Ovid), and Web of Science (Social Sciences Citation Index, Citation Index Expanded)-using a combination of descriptors and keywords related to nursing students, newly graduated nurses, clinical judgment and related terms (e.g., critical thinking, clinical reasoning, clinical decision-making, and problem-solving), and assessment. METHODS Two reviewers independently extracted study characteristics and, for each outcome relevant to clinical judgment, the concept, definition and framework, assessment tool, and the number and schedule of assessments. Data were synthesized narratively and using descriptive statistics. RESULTS Most of the 52 reviewed studies examined the outcome of a discrete educational intervention (76.9 %) in academic settings (78.8 %). Only six studies (11.5 %) involved newly graduated nurses. Clinical judgment (34.6 %), critical thinking (26.9 %), and clinical reasoning (9.6 %) were the three most frequent concepts. Three assessment tools were used in more than one study: the Lasater Clinical Judgment Rubric (n = 22, 42.3 %), the California Critical Thinking Skills Test (n = 9, 17.3 %), and the Health Science Reasoning Test (n = 2, 3.8 %). Eleven studies (21.2 %) used assessment tools designed for the study. CONCLUSION In addition to a disparate understanding of underlying concepts, there are minimal published studies on the assessment of nursing students and nurses' clinical judgment, especially for longitudinal assessment from education to clinical practice. Although there is some existing research on this topic, further studies are necessary to establish valid and reliable clinical competency assessment methods that effectively integrate clinical judgment in clinical situations at relevant time points.
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Affiliation(s)
- Michelle E Bussard
- School of Nursing, Bowling Green State University, 924 Ridge St., Bowling Green, OH 43403, USA.
| | - Mary Ann Jessee
- School of Nursing, Vanderbilt University, 461 21(st) Avenue South, Nashville, TN 37240, USA.
| | - Majeda M El-Banna
- School of Nursing, George Washington University, 45085 University Drive, Innovation Hall, Ashburn, VA 20147, USA.
| | - Mary Ann Cantrell
- College of Nursing, Villanova University, 800 E. Lancaster Ave., Villanova, PA 19085, USA.
| | - Intima Alrimawi
- School of Nursing, Georgetown University, St. Mary's Hall, 3700 Reservoir Rd. NW, Washington, DC 20057, USA.
| | - Nadine M Marchi
- Inova Health System, 3300 Gallows Road, Falls Church, VA 22042-3300, USA.
| | - Lisa I Gonzalez
- College of Southern Maryland, 8730 Mitchell Rd, La Plata, MD 20646, USA.
| | - Keith Rischer
- KeithRN, 6417 Penn Ave S, Ste 8, iPMB 1383, Minneapolis, MN 55423, USA.
| | - Michelle L Coy
- Mayo Clinic College of Medicine and Science, 200 First Street Southwest, Rochester, MN 55905, USA.
| | - Mari Poledna
- Arizona State University, 411 North Central Ave, Phoeniz, AZ 85004, USA.
| | - Patrick Lavoie
- Faculty of Nursing, Université de Montréal, 2375 Chemin De la Côte-Sainte-Catherine, Montreal, Quebec H3C 3J7, Canada; Montreal Heart Institute Research Center, 5000 rue Bélanger, Montreal, Quebec H1T 1C8, Canada.
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Palmar‐Santos AM, Oter‐Quintana C, Olmos R, Pedraz‐Marcos A, Robledo‐Martin J. A mixed methods study using case studies prepared by nursing students as a clinical practice evaluation tool. Nurs Open 2023; 10:6592-6601. [PMID: 37340631 PMCID: PMC10415993 DOI: 10.1002/nop2.1919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 05/12/2023] [Accepted: 06/05/2023] [Indexed: 06/22/2023] Open
Abstract
AIM To identify the presence of variability in the evaluation of case studies prepared by nursing students during their primary care rotations based on the existing evaluation rubric. To explore the difficulties experienced by link lecturers and students in preparing and evaluating case studies. DESIGN A mixed methods study. METHODS The scores for the rubric items and the final grades for the case studies were collected from a sample of 132 cases. Qualitative information was collected by conducting open-ended interviews with lecturers and a focus group session with students. RESULTS Statistically significant differences were identified between the lecturers' mean final grades [F(5.136) = 3.984, p = 0.002] and a variety of items in the evaluation rubric (p < 0.05). In addition, effect sizes [η2 (≈0.14)] of considerable magnitude were found. Two themes emerged from the qualitative data: (1). the challenge of preparing the case studies and (2). the variable nature of the evaluations.
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Affiliation(s)
- Ana María Palmar‐Santos
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Cristina Oter‐Quintana
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Ricardo Olmos
- Social Psychology and Methodology Department, Faculty of PsychologyAutonomous University of MadridMadridSpain
| | - Azucena Pedraz‐Marcos
- Health Care Research Unit, Institute of Health Carlos III; Nursing Department, Faculty of MedicineAutonomous University of MadridSpain
| | - Juana Robledo‐Martin
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Gregorio Marañon Health Research InstituteIiSGMMadridSpain
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Faulkner RA, Newnam K, Cooper N. High-Fidelity Simulation With Debriefing: Best Practice Education for Flight Nurses? Air Med J 2023; 42:169-173. [PMID: 37150570 DOI: 10.1016/j.amj.2023.01.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2022] [Revised: 12/18/2022] [Accepted: 01/17/2023] [Indexed: 05/09/2023]
Abstract
OBJECTIVE High-fidelity simulation with debriefing has been shown to be effective in maintaining high-risk, low-volume proficiencies in nursing. The purpose of this evidence-based practice project was to implement high-fidelity simulation with debriefing to measure improvements in flight nurse skill acuity and retention when performing intubations. METHODS This was a prospective evidence-based project conducted before and after a debriefing intervention that took place at HealthNet Aeromedical Services, Charleston, WV. Participants were flight nurses who were asked to intubate during a high-fidelity simulation session and participate in a debriefing session to reflect on their performance. They were then tested on 7-month skill retention. Eight subjects completed all stages of the study and were included in the analysis. RESULTS The mean ± standard deviation time to successful intubation predebriefing was 26.9 ± 11.9 seconds; for postdebriefing, it was 24.8 ± 5.8 seconds. The mean ± standard deviation checklist score before debriefing was 7.9 ± 0.4 points, whereas for postdebriefing it was 9.4 ± 0.7 points. CONCLUSION The implementation of debriefing after simulation improved the time to intubation and produced better clinical judgment and mastery while performing the intubation.
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Affiliation(s)
- Rachel A Faulkner
- Department of Graduate Nursing, University of Tennessee-Knoxville, Knoxville, TN.
| | - Katherine Newnam
- Department of Graduate Nursing, University of Tennessee-Knoxville, Knoxville, TN
| | - Nick Cooper
- Department of Education, HealthNet Aeromedical Services, Charleston, WV
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Miri H, Boushehri E, Hoseini-Abardeh M, Yazdani S. Clinical reasoning in emergency medical technicians and its compliance with the illness script theory: A pilot study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:122. [PMID: 37397095 PMCID: PMC10312399 DOI: 10.4103/jehp.jehp_782_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Accepted: 07/11/2022] [Indexed: 07/04/2023]
Abstract
BACKGROUND Emergency medical technicians (EMTs) play a pivotal role in the management and treatment chain of emergency patients and their health outcomes. Knowing the clinical reasoning pattern in prehospital procedures is of particular importance that can help to develop a correct clinical decision-making process in this group. Therefore, this study aimed to clarify the clinical reasoning in EMTs and evaluate its compliance with the "illness script" theory. MATERIALS AND METHODS This descriptive-analytical study was conducted in 2021 at Hormozgan University of Medical Sciences (HUMS) by involving EMTs in two groups of experts and novices. To collect and analyze participants' mental script-based information, the "think aloud" method was used. In the content analysis of extracted protocols, two main steps were considered: 1) preparing a suitable map to compare the protocol with the base pattern and 2) quantifying the relationship between the protocol and the base pattern. Statistical Package for the Social Sciences (SPSS)-21 software, the Shapiro-Wilk test, and the independent t-test were used for analyzing quantitative data. RESULTS After exploring the concordance of the clinical reasoning of EMTs with the base pattern, results showed that the components of Enabling condition and Management were consistent with the illness script strategy. Pathophysiology and Diagnosis components did not conform to the base pattern. Regarding Signs and Symptoms, these were significantly different from the classic pattern of illness script. A new component called Contextual insight was suggested for this pattern. Generally, on comparing the clinical script content of experts and novices, only two components of Pathophysiology and Diagnosis did not show any significant difference (P > 0.05) between these two groups. CONCLUSION Results of evaluating the clinical reasoning of the under-study groups showed that in some components of the pattern, they practiced as in other medical groups, but in relation to some components, this was not the case. It is due to the different nature of the prehospital conditions. Also, there is a need to add new components to the base model, which should be considered in distinguishing between expert and novice EMTs.
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Affiliation(s)
- Hamidreza Miri
- Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Elham Boushehri
- Medical Education Department, Medical School, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
| | | | - Shahram Yazdani
- Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Measurement properties of self-reported clinical decision-making instruments in nursing: A COSMIN systematic review. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2023. [DOI: 10.1016/j.ijnsa.2023.100122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
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El Hussein MT, Hakkola J. Valid and Reliable Tools to Measure Safety of Nursing Students During Simulated Learning Experiences: A Scoping Review. TEACHING AND LEARNING IN NURSING 2023. [DOI: 10.1016/j.teln.2022.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/09/2023]
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Sim JJM, Rusli KDB, Seah B, Levett-Jones T, Lau Y, Liaw SY. Virtual Simulation to Enhance Clinical Reasoning in Nursing: A Systematic Review and Meta-analysis. Clin Simul Nurs 2022; 69:26-39. [PMID: 35754937 PMCID: PMC9212904 DOI: 10.1016/j.ecns.2022.05.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Background The COVID-19 pandemic has given rise to more virtual simulation training. This study aimed to review the effectiveness of virtual simulations and their design features in developing clinical reasoning skills among nurses and nursing students. Method A systematic search in CINAHL, PubMed, Cochrane Library, Embase, ProQuest, PsycINFO, and Scopus was conducted. The PRISMA guidelines, Cochrane's risk of bias, and GRADE was used to assess the articles. Meta-analyses and random-effects meta-regression were performed. Results The search retrieved 11,105 articles, and 12 randomized controlled trials (RCTs) were included. Meta-analysis demonstrated a significant improvement in clinical reasoning based on applied knowledge and clinical performance among learners in the virtual simulation group compared with the control group. Meta-regression did not identify any significant covariates. Subgroup analyses revealed that virtual simulations with patient management contents, using multiple scenarios with nonimmersive experiences, conducted more than 30-minutes and postscenario feedback were more effective. Conclusions Virtual simulations can improve clinical reasoning skill. This study may inform nurse educators on how virtual simulation should be designed to optimize the development of clinical reasoning.
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Affiliation(s)
- Jia Jia Marcia Sim
- Nursing Department, Ng Teng Fong General Hospital, National University Health System, Singapore
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Betsy Seah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Tracy Levett-Jones
- School of Nursing & Midwifery, Faculty of Health, University of Technology Sydney, Australia
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Connor J, Flenady T, Massey D, Dwyer T. Clinical judgement in nursing - An evolutionary concept analysis. J Clin Nurs 2022. [PMID: 35880251 DOI: 10.1111/jocn.16469] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 06/08/2022] [Accepted: 07/04/2022] [Indexed: 11/27/2022]
Abstract
AIMS The aim of this concept analysis was to develop a contemporary operational definition of Clinical Judgement in nursing. DESIGN Concept analysis. METHODS Rodgers' evolutionary method of concept analysis. Throughout the study, the authors followed the SRQR checklist. RESULTS This concept analysis guided the development of an operational definition of clinical judgement, within the context of nursing, articulated as Clinical judgement is a reflective and reasoning process that draws upon all available data, is informed by an extensive knowledge base and results in the formation of a clinical conclusion. CONCLUSION The purpose of this concept analysis was to propose a detailed definition of clinical judgement in nursing, that reflected its theoretical base within today's contemporary healthcare system. Using Rodgers' evolutionary method of concept analysis, surrogate terms, attributes, antecedents and consequences were identified, and a contemporary definition was developed. No patient or public contribution was required to design or undertake this research.
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Affiliation(s)
- Justine Connor
- CQUniversity Australia, Brisbane City, Queensland, Australia
| | - Tracy Flenady
- CQUniversity Australia, Brisbane City, Queensland, Australia
| | - Deb Massey
- Southern Cross University, Lismore, New South Wales, Australia
| | - Trudy Dwyer
- CQUniversity Australia, Brisbane City, Queensland, Australia
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Defining Foundational Competence for Prelicensure and Graduate Nursing Students: A Concept Analysis and Conceptual Model. Nurse Educ Pract 2022; 64:103415. [DOI: 10.1016/j.nepr.2022.103415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 07/07/2022] [Accepted: 07/14/2022] [Indexed: 11/15/2022]
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Arizo-Luque V, Ramirez-Baena L, Pujalte-Jesús MJ, Rodríguez-Herrera MÁ, Lozano-Molina A, Arrogante O, Díaz-Agea JL. Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology. Healthcare (Basel) 2022; 10:healthcare10050927. [PMID: 35628064 PMCID: PMC9140591 DOI: 10.3390/healthcare10050927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 05/13/2022] [Accepted: 05/16/2022] [Indexed: 11/28/2022] Open
Abstract
Motivation and critical thinking are fundamental for the development of adequate learning. The purpose of the present study was to assess the motivation for learning and critical thinking among nursing students before and after self-directed simulation-based training using the MAES© methodology. A cross-sectional and descriptive quantitative study was conducted with a sample of third-year nursing students. The instruments utilized were the Spanish-adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ-44), and the Critical Thinking for Nursing Professionals Questionnaire (CuPCPE). The students improved their levels both of motivation components, (such as self-efficacy, strategy use, self-regulation) and critical thinking components (such as personal characteristics, intellectual and cognitive abilities, interpersonal abilities and self-management, and technical abilities). These improvements could be a result of the intrinsic characteristics of the MAES© methodology (as a team-based, self-directed, collaborative and peer-to-peer learning method).
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Affiliation(s)
- Vanessa Arizo-Luque
- Nursing Department, Catholic University of Murcia (UCAM), 30107 Guadalupe de Maciascoque, Spain; (V.A.-L.); (J.L.D.-A.)
| | - Lucía Ramirez-Baena
- Red Cross University Centre for Nursing, University of Seville, 41009 Sevilla, Spain
- Correspondence: (L.R.-B.); (M.J.P.-J.); Tel.: +34-968278183 (M.J.P.-J.)
| | - María José Pujalte-Jesús
- Nursing Department, Catholic University of Murcia (UCAM), 30107 Guadalupe de Maciascoque, Spain; (V.A.-L.); (J.L.D.-A.)
- Correspondence: (L.R.-B.); (M.J.P.-J.); Tel.: +34-968278183 (M.J.P.-J.)
| | | | - Ainhoa Lozano-Molina
- University School of Nursing of Ávila, Department of Nursing of the University of Salamanca, 05003 Ávila, Spain;
| | - Oscar Arrogante
- Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, 28003 Madrid, Spain;
| | - José Luis Díaz-Agea
- Nursing Department, Catholic University of Murcia (UCAM), 30107 Guadalupe de Maciascoque, Spain; (V.A.-L.); (J.L.D.-A.)
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Marques FM, Pinheiro MJ, Alves PV. Clinical judgment and decision-making of the Undergraduate Nursing students. CIENCIA & SAUDE COLETIVA 2022. [DOI: 10.1590/1413-81232022275.23142021en] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract Clinical judgment and decision-making are essential competencies in nursing, emerging as expanding learning areas of nursing education. Aiming to characterize the types of clinical judgment and decision-making adopted by nursing students in clinical education, we designed a qualitative, exploratory and descriptive study, with data collection obtained through documental analysis of nursing student’s reflective journals, in clinical education settings. Data analysis was performed according to Bardin using the webQDA software. Thirty-four students participated in the study, while attending the Clinical Learning Curricular Unit: Caring for Clients with Increased Vulnerability and Families in Transition, producing a total of 40 reflective journals. Of the 248 identified registration units, we highlight the evaluation decision-making with 45 registration units and the intervention decision-making, with 55 registration units. It is concluded that student´s reflections in the context of clinical teaching, are mainly about the assessment of the care situation and the decision-making related to the action. This study is intended to guide the learning of these competencies in nursing education.
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Marques FM, Pinheiro MJ, Alves PV. Clinical judgment and decision-making of the Undergraduate Nursing students. CIENCIA & SAUDE COLETIVA 2022; 27:1731-1740. [PMID: 35544803 DOI: 10.1590/1413-81232022275.23142021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Accepted: 11/14/2021] [Indexed: 11/21/2022] Open
Abstract
Clinical judgment and decision-making are essential competencies in nursing, emerging as expanding learning areas of nursing education. Aiming to characterize the types of clinical judgment and decision-making adopted by nursing students in clinical education, we designed a qualitative, exploratory and descriptive study, with data collection obtained through documental analysis of nursing student's reflective journals, in clinical education settings. Data analysis was performed according to Bardin using the webQDA software. Thirty-four students participated in the study, while attending the Clinical Learning Curricular Unit: Caring for Clients with Increased Vulnerability and Families in Transition, producing a total of 40 reflective journals. Of the 248 identified registration units, we highlight the evaluation decision-making with 45 registration units and the intervention decision-making, with 55 registration units. It is concluded that student´s reflections in the context of clinical teaching, are mainly about the assessment of the care situation and the decision-making related to the action. This study is intended to guide the learning of these competencies in nursing education.
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Affiliation(s)
- Fátima Mendes Marques
- Centro de Investigação, Inovação e Desenvolvimento em Enfermagem de Lisboa, Escola Superior de Enfermagem de Lisboa. Av. Prof. Egas Moniz. 1600-190 Lisboa Portugal.
| | - Maria José Pinheiro
- Centro de Investigação, Inovação e Desenvolvimento em Enfermagem de Lisboa, Escola Superior de Enfermagem de Lisboa. Av. Prof. Egas Moniz. 1600-190 Lisboa Portugal.
| | - Patrícia Vinheiras Alves
- Centro de Investigação, Inovação e Desenvolvimento em Enfermagem de Lisboa, Escola Superior de Enfermagem de Lisboa. Av. Prof. Egas Moniz. 1600-190 Lisboa Portugal.
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