Nursing students' self-assessment of their simulation experiences.
This article describes a self-evaluation and feedback strategy used by nursing students and simulation faculty in a junior-level adult acute care course. Simulations are developed and implemented with the intention of furthering students' clinical judgment skills. A clinical judgment rubric, based on the Tanner Model of Clinical Judgment, is used as a self-assessment tool. The rubric describes the development of clinical judgment over four levels and is scored by students as they reflect on their practice. In addition to using the rubric's descriptors to rate themselves (Beginning, Developing, Accomplished, and Exemplary), the students apply an evidence-based process, citing simulation examples of their clinical thinking as support for their ratings. Simulation faculty respond to the postings, affirming students' observations or helping them experience a different perspective, and offer help to move toward the next stage of clinical judgment development. The postings offer clinical faculty insight into clinical judgment processes observed in the practicum settings.
Cato
Mary L
ML
Simulation and Clinical Learning Center, Oregon Health & Science University, Portland, USA. catom@ohsu.edu
Lasater
Kathie
K
Peeples
Alycia Isabella
AI
D004506:Education, Nursing; D006801:Humans; D007600:Judgment; D008348:Manikins; D018794:Problem-Based Learning / Q000379:methods*; D012647:Self-Assessment; D013338:Students, Nursing / Q000523:psychology; D014481:United States