Clinical Judgment Development and Assessment in Clinical Nursing Education
L. Calcagni, Deborah Lindell, Amy L. Weaver, Molly Blackley Jackson
Abstract
BACKGROUND: There is a gap in evidence for effective clinical teaching strategies to promote nursing students' development of clinical judgment (CJ). PURPOSE: This study examined the effect of active learning strategies (ALSs) during clinical postconference sessions on the CJ of undergraduate nursing students. METHODS: This quasi-experimental study of ALSs or standard postconferences used the Lasater Clinical Judgment Rubric (LCJR) to rate CJ at 3 time points. All faculty members and students were trained on use of the LCJR. Ratings were done by both faculty and students. RESULTS: All ratings of CJ improved over time ( P < .001). Ratings of CJ varied between the control and intervention groups. CONCLUSIONS: The findings of this study contribute to knowledge regarding the effectiveness of clinical teaching strategies for CJ and preparation for entry to nursing practice.