title: The influence of concept-based learning activities on students' clinical judgment development.
abstract: The traditional nursing clinical education model of total patient care is becoming inadequate. New models are needed to foster deeper clinical thinking, thereby affecting students' development of clinical judgment. Concept-based learning activities, first introduced in 1990, offer a focus on a specific concept. This study evaluated the effect of concept-based learning activities on the development of clinical judgment in baccalaureate nursing students. The clinical judgment of students who were and were not exposed to concept-based learning activities was compared. Quantitative data were analyzed using a univariate analysis. In addition, a focus group consisting of members of the treatment group provided qualitative data. Results suggest concept-based learning activities are a clinical learning strategy that should be considered by faculty to deepen clinical thinking in preparation for reaching sound clinical judgments.
authors.affiliation: Oregon Health & Science University, School of Nursing, Portland, OR 97239, USA. lasaterk@ohsu.edu
authors.forename: Kathie
authors.initials: K
authors.lastname: Lasater
authors.forename: Ann
authors.initials: A
authors.lastname: Nielsen
mesh_terms: D000704:Analysis of Variance; D001291:Attitude of Health Personnel; D002983:Clinical Competence; D003210:Concept Formation; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005260:Female; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007600:Judgment; D008297:Male; D016389:Maternal-Child Nursing / Q000193:education; D017145:Models, Educational; D016294:Models, Nursing; D015402:Nursing Education Research; D015404:Nursing Methodology Research; D009742:Nursing Theory; D010371:Pediatric Nursing / Q000193:education; D036301:Qualitative Research; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking