title: Clinical judgment development using structured classroom reflective practice: a qualitative study.
abstract: This qualitative study examined the incorporation of "reflection-on-action" in a structured reflective classroom format as defined by Tanner's Clinical Judgment Model on the development of perceived clinical judgment and clinical confidence in Bachelor of Science nursing students. The qualitative results described the students' perceptions of the benefit of the intervention on their development of clinical judgment and clinical confidence. This research was an important contribution to the debate regarding the benefit of structured reflection in a classroom setting. By using reflection in the classroom, nurse educators may influence the education-practice gap and incorporate new pedagogies to strengthen the educational preparedness of nursing students to provide high-quality, competent, compassionate care to patients and their families.
authors.affiliation: Simmons College, School of Nursing and Health Sciences, Boston, Massachusetts 02115, USA. glynn@simmons.edu
authors.forename: Donna M
authors.initials: DM
authors.lastname: Glynn
mesh_terms: D000328:Adult; D002983:Clinical Competence; D003657:Decision Making; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005260:Female; D006801:Humans; D007600:Judgment; D017145:Models, Educational; D016294:Models, Nursing; D009730:Nursing Assessment; D013850:Thinking