A collaborative project to apply and evaluate the clinical judgment model through simulation.
As use of simulations increases in nursing education, nurse educators are challenged to evaluate students' clinical judgment skills. The purpose of this article is to describe faculty development in the use of the Lasater Clinical Judgment Rubric (LCJR); faculty application of LCJR in evaluating students' clinical judgment skills during a simulation scenario; and faculty and students' perception transference from the simulation to the clinical setting.Tanner's Clinical Judgment Model was used in an assigned adult health simulation. Quantitative and qualitative data were collected from faculty and student evaluations and students' reflective statements. Findings support the importance of simulation's contribution to clinical judgment development. However, more work remains to improve the integration of clinical judgment and use of a conceptual framework and evidence-based rubric. For long-term change, both faculty and students need ongoing practice and encouragement in applying the clinical judgment framework to clinical and simulation experiences. For application of the model, a recommendation is to incorporate the clinical judgment language into course syllabi, course assignments, and evaluations.
Dillard
Nancy
N
Baccalaureate Nursing Program, Ball State University School of Nursing, Muncie, Indiana, USA. ndillard@bsu.edu
Sideras
Stephanie
S
Ryan
Marilyn
M
Carlton
Kay Hodson
KH
Lasater
Kathie
K
Siktberg
Linda
L
D004506:Education, Nursing; D004521:Educational Measurement; D005181:Faculty, Nursing; D006801:Humans; D008348:Manikins; D018794:Problem-Based Learning / Q000379:methods*; D015397:Program Evaluation; D013192:Staff Development; D013338:Students, Nursing; D014163:Transfer, Psychology; D014481:United States