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This article is a description of educational innovation that utilizes concept mapping as a teaching strategy in the development of critical thinking skills of undergraduate nursing students. A concept mapping rubric was designed u...
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This article is a description of educational innovation that utilizes concept mapping as a teaching strategy in the development of critical thinking skills of undergraduate nursing students. A concept mapping rubric was designed using Tanner's Clinical Judgment Model to guide students (n = 8) in the construction of clinical cases for the development of appropriate clinical judgment skills. Each student evaluated the concept mapping exercise and provided feedback regarding the rubric, their understanding of the clinical situation, and the development of clinical judgment skills. The students expressed that the concept mapping activity and rubric lead them to make better clinical decisions and increased clinical judgment skills. Content analysis is the research method used to make inferences from qualitative data, with the purpose of providing new insights and clinical knowledge regarding this teaching strategy. Future recommendations for the use of this teaching strategy include shortening the wording and descriptions for each stage of evaluation to promote ease of use for the student in the growth of critical thinking skills.
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Assessing clinical judgment for safe nursing practice is a challenge. In this study, the Lasater Clinical Judgment Rubric (LCJR) was used to evaluate clinical judgment of junior and senior nursing students in the clinical setting....
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Assessing clinical judgment for safe nursing practice is a challenge. In this study, the Lasater Clinical Judgment Rubric (LCJR) was used to evaluate clinical judgment of junior and senior nursing students in the clinical setting. Juniors demonstrated an accomplished level on the total scale and all 4 subscales, whereas seniors had exemplary clinical judgment on the total scale and 3 of 4 subscales. The study provides evidence in support of the use of the LCJR to assess students' clinical judgment in the clinical practice setting.
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Objective: The aim of this review was to provide an in-depth analysis of debriefing in nursing simulation-based learning. Specifically, the authors sought to describe the debriefing concept within the context of enhancing nursing ...
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Objective: The aim of this review was to provide an in-depth analysis of debriefing in nursing simulation-based learning. Specifically, the authors sought to describe the debriefing concept within the context of enhancing nursing students' clinical judgment skill.
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Aim: The aim of this study was to examine the impact of a novel educational intervention on student nurses' clinical judgment regarding the management of patients experiencing rapid clinical deterioration. Method: A randomized sam...
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Aim: The aim of this study was to examine the impact of a novel educational intervention on student nurses' clinical judgment regarding the management of patients experiencing rapid clinical deterioration. Method: A randomized sample of baccalaureate nursing students enrolled in the final semester of their program at a midwestern public university participated. All students (N = 79) were pretested; the control group (n = 39) was posttested after receiving traditional code blue and rapid response education. The intervention group (n = 40) was posttested after receiving a novel education intervention. Results: An independent t-test revealed that nursing students who received the innovative education intervention had significantly higher posttest scores (M = 90.91, standard deviation [SD] = 8.73) than did the nursing students who had not received the intervention (M = 64.80, SD = 19.69), t(77) = 7.65, p <.001). Conclusions: The findings demonstrate that clinical simulation is effective in improving students' knowledge and clinical judgment, specifically concerning rapid response systems. ? 2013 Wiley Periodicals, Inc.
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The purpose of this article is to discuss 10 Clinical Judgment Standards and associated best practice indicators based on current literature and an understanding of the context of clinical judgment. Throughout the article, we stre...
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The purpose of this article is to discuss 10 Clinical Judgment Standards and associated best practice indicators based on current literature and an understanding of the context of clinical judgment. Throughout the article, we stress the important role that clinical judgment plays in formulating valid and precise decisions and recommendations regarding diagnosis, classification, and planning supports.
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Background: Clinical reasoning is a cognitive and metacognitive process that is essential for positive patient outcomes. Simulation experiences provide situations and reflection where students can build clinical reasoning. Purpose...
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Background: Clinical reasoning is a cognitive and metacognitive process that is essential for positive patient outcomes. Simulation experiences provide situations and reflection where students can build clinical reasoning. Purpose: This study examined the impact of a higher number of simulation experiences on undergraduate student outcomes. Methods: A retrospective comparison study examined differences between group grade point average, Assessment Technologies Institute (ATI) predictor, and National Council Licensure Examination (NCLEX) scores (P < .05). A sample of 395 students was included in data analysis. Results: No differences were noted in grade point average or NCLEX pass rates. However, students who completed a simulation elective had significantly higher ATI predictor scores. Cohen's d (0.39) approached a medium effect size. Conclusions: Incorporating higher levels of in-person simulation through creative delivery models can improve student outcomes. Simulations may enhance students' clinical reasoning skills.
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In this issue of the Journal of Nursing Education, you'll find several groundbreaking articles about two topics of central concern to nurse educators: clinical judgment/ clinical decision making and evidence-based practice. Baxter...
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In this issue of the Journal of Nursing Education, you'll find several groundbreaking articles about two topics of central concern to nurse educators: clinical judgment/ clinical decision making and evidence-based practice. Baxter and Boblin describe the kind of decisions prelicensure students make and how those decisions evolve over time. The authors remind us that there are many important decisions in any interaction with a client-for example, assessment decisions, what information to gather and how to gather it, intervention decisions, resource decisions, and so on-that provide a potentially useful framework for helping students recognize the many decisions they make throughout the day. Bartlett et al. describe the use of the Outcome-Present State Test (OPT) model to teach students clinical reasoning and the use of taxonomies of diagnoses, interventions, and outcomes. They provide evidence that students can fairly readily learn to use this model.A second collection of articles addresses ways to teach evidence-based practice, from teaching the first three steps of evidence-based practice in the article by Smith-Str0m and Nortvedt; to formulating an undergraduate research course around evidence-based practice in the article by Meeker, Jones, and Flanagan; to integrating evidence-based practice through a family nurse practitioner graduate program in the article by Singleton and Levin. All of these articles reflect teaching students the basic components in evidence-based practice, the identification of an answerable question, and access to and critical evaluation of evidence related to the question.
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Mental health professionals are increasingly aware of the need for competence in the treatment of clients with pornography-related concerns. However, while researchers have recently sought to explore efficacious treatments for por...
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Mental health professionals are increasingly aware of the need for competence in the treatment of clients with pornography-related concerns. However, while researchers have recently sought to explore efficacious treatments for pornography-related concerns, few explorations of potential clinical judgment issues have occurred. Due to the sensitive, and at times uncomfortable, nature of client disclosures of sexual concerns within therapy, therapists are required to manage their own discomfort while retaining fidelity to treatment. The present paper explores clinician examples of judgment errors that may result from feelings of discomfort, and specifically from client use of pornography. Issues of potential bias, bias management techniques, and therapeutic implications are discussed.
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Faculty frequently use the Lasater Clinical Judgment Rubric (LCJR) to identify students' clinical judgment; however, it is unclear whether LCJR scores relate to appropriate nursing action. In a pilot study consisting of senior-lev...
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Faculty frequently use the Lasater Clinical Judgment Rubric (LCJR) to identify students' clinical judgment; however, it is unclear whether LCJR scores relate to appropriate nursing action. In a pilot study consisting of senior-level nursing students (N = 22), participants were scored on the LCJR and anticipated nursing actions, and results were analyzed using simple linear regression. There was a statistically significant correlation (r = 0.364) between clinical judgment and nursing action. Results suggest that total LCJR scores may be an indicator of the completion of indicated nursing action.
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