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Calcagni_DNP Project Final Report.pdf (1.23 MB)

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Promoting Clinical Judgment Development in Undergraduate Clinical Nursing Education

Calcagni, Laura
http://orcid.org/0000-0002-6901-7367
http://rave.ohiolink.edu/etdc/view?acc_num=casednp1648813199326538

Abstract Details

2022, Doctor of Nursing Practice , Case Western Reserve University, School of Nursing.
Clinical judgment (CJ) is widely considered an essential nursing skill, yet many new graduate nurses (NGNs) lack the CJ skills needed to safely care for patients. Transformation is needed in clinical nursing education to improve the preparation of NGNs for the delivery of safe and effective patient care. This study aims to fill a gap in the literature and provide evidence on the effectiveness of teaching methods in clinical nursing education. The purpose of this study was to examine the effect of active learning strategies (ALS) on the CJ of nursing students and learners’ perspectives regarding CJ development. A quasi-experimental, two-group, longitudinal study was conducted using a convenience sample of 92 senior BSN students from a midwestern state university school of nursing. Approximately one-half of students participated in standard post-conference activities (N=42) with the other half (N=50) participating in ALS with structured faculty debriefing. Data was collected using the Lasater Clinical Judgment Rubric (LCJR) by students for self-evaluation and by faculty for assessment of student performance at three times during the semester: pre-intervention (week 3), midterm (week 8), and post-intervention (week 14). Total LCJR scores were used to reflect overall CJ with subscale scores for noticing, interpreting, responding, and reflecting. Analysis included descriptive statistics; independent samples t-tests; repeated measures ANOVA, and a two-way mixed ANOVA. Both groups demonstrated improvement in LCJR total and subscale scores over time (p < .001), with control group faculty rating students higher than intervention group faculty at baseline, midterm, and post-intervention (p < .05). Students self-assessment scores for both groups were similar at baseline (p > .05), but control group students began scoring themselves higher at weeks 8 and 14 (p < .05). There was no interaction effect between time and LCJR Total scores for intervention and control groups (p > .05), indicating that scores for both groups increased at similar rates. While both groups showed improved CJ over time, no significant difference was demonstrated between scores of the two groups. With no similar studies for comparison, additional research is needed to support these findings and continue evaluating the effectiveness of clinical teaching methods for improved CJ development.
Deborah Lindell (Advisor)
Amy Weaver (Committee Member)
Molly Jackson (Committee Member)
95 p.
Education; Nursing
clinical judgment, clinical nursing education, active learning strategies

Recommended Citations

Citations

  • Calcagni, L. (2022). Promoting Clinical Judgment Development in Undergraduate Clinical Nursing Education [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1648813199326538

    APA Style (7th edition)

  • Calcagni, Laura. Promoting Clinical Judgment Development in Undergraduate Clinical Nursing Education. 2022. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=casednp1648813199326538.

    MLA Style (8th edition)

  • Calcagni, Laura. "Promoting Clinical Judgment Development in Undergraduate Clinical Nursing Education." Doctoral dissertation, Case Western Reserve University, 2022. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1648813199326538

    Chicago Manual of Style (17th edition)

casednp1648813199326538
563
© 2022, all rights reserved.
This open access ETD is published by Case Western Reserve University Doctor of Nursing Practice and OhioLINK.