A concept analysis of clinical judgment in undergraduate nursing students

Abstract

Aim To offer a clear understanding of the definition, attributes, antecedents, and consequences of undergraduate nursing students' clinical judgment in the nursing education context. Background Clinical judgment is a concept with broad uses among healthcare professionals. Its definitions and attributes vary across contexts. There is no established understanding of clinical judgment in nursing students. Design This concept analysis was performed using the eight steps of Walker and Avant's framework. Data Sources A literature search was conducted using search engines and included peer‐reviewed articles related to clinical judgment in nursing students. Results Clinical judgment in nursing students was defined as the cognitive process exhibited via a nursing action by observation, patient assessment, interpreting, and prioritizing data that lead to responding using the appropriate nursing practice with the patient. Reflection was used to evaluate nursing students' clinical judgment to revise nursing practice. Antecedents included nursing education curriculum, student's knowledge, previous clinical experience, critical thinking, and clinical reasoning. The consequences of clinical judgment were clinical judgment ability, safe nursing practice, nursing care quality, and patient safety. Conclusions This concept analysis gives clear insights into the definition, attributes, antecedents, and consequences of undergraduate nursing student's clinical judgment.

The effect of case‐based teaching method on professional competence and clinical decision‐making levels of public health nursing students: A sequential explanatory mixed‐methods study

“…), is a prerequisite for better care results, minimizing medical errors and ensuring the most suitable and correct clinical decision are taken for the individuals served (Forsberg et al., 2014; Nehrir et al., 2016). Clinical decision‐making skills of a nurse must be formed in the beginning of undergraduate education to reach professional nursing competence level before they start nursing practice (Immonen et al., 2019; Uppor et al., 2022). Because clinical decision‐making shows professional competency of nurses and clinical function is what separates them as professional group from other technical auxiliary personnel (Uppor et al., 2022; White, 2003).…”

“…Clinical decision‐making skills of a nurse must be formed in the beginning of undergraduate education to reach professional nursing competence level before they start nursing practice (Immonen et al., 2019; Uppor et al., 2022). Because clinical decision‐making shows professional competency of nurses and clinical function is what separates them as professional group from other technical auxiliary personnel (Uppor et al., 2022; White, 2003). Competency levels of nurses directly effects their clinical decision‐making, therefore the relationship between professional competency levels and clinical decision‐making levels of nursing students was investigated.…”

“…Clinical decision-making skills of a nurse must be formed in the beginning of undergraduate education to reach professional nursing competence level before they start nursing practice (Immonen et al, 2019;Uppor et al, 2022). Because clinical decision-making shows professional competency of nurses and clinical function is what separates them as professional group from other technical auxiliary personnel (Uppor et al, 2022;White, 2003).…”

Do contemporary patient assessment requirements align with expert nursing practice?

“…Authors who have explored and explained expert nursing practice generally consider the development of expert practice at a broad level without consideration of specific elements like patient assessment. 9,[11][12][13] Much of the literature regarding the development of expert nursing practice can be found between the 1980s and the mid-2000s but this has reduced significantly since. The profession may have felt that the conceptual elements of expert practice were well defined by that time, so the need to continue that focus diminished.…”

Untitled

“…The Clinical Judgment Measurement Model (CJMM) expands on the traditional nursing process by providing additional cognitive actions to generate the best possible clinical decisions which drive students to think like a nurse. Clinical judgment (CJ) skills should be supported early in undergraduate nursing education to attain the integral professional competence level prior to entering nursing practice (Uppor, 2022). In order for nursing students to understand the depth and breadth of this process, it is imperative that nursing faculty provide meaningful opportunities in the academic environment to understand and apply these CR skills.…”