Clinical decision‐making skills on the developmental journey from student to Registered Nurse: a longitudinal inquiry

Standing, Mooi

doi:10.1111/j.1365-2648.2007.04407.x

Cited by 49 publications

(26 citation statements)

References 23 publications

(21 reference statements)

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“…This explanation is supported by an English study where it was found that being an RN was a fraught time [24]. The necessity to facilitate the transition from student to RN has been found earlier [25], as a university education can never prepare the individual for a specific workplace [26]. If this transition were facilitated, nursing students’ motivation would also presumably increase.…”

Section: Discussionmentioning

confidence: 82%

Nursing Students’ Self-Graded Motivation to Complete their Programme of Study

Stomberg¹,

Nilsson²

2010

Open Nurs J

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The aim of this study was to explore variation in nursing students’ motivation to complete their programme of study, as well as factors relating to low versus high motivation and students’ opinions of what would increase their motivation to complete their programme of study.A study was carried out between April 2006 and December 2007. A total of 872 students registered in a 3-year nursing programme randomly participated in self-rating their motivation score once each semester. Descriptive statistics, statistical calculations and content analysis regarding open-ended questions were performed. Most of the students, 73%, rated their motivation as ≥6 on a 0-10 Likert scale; and 16% gave a rating of ≤4.The desire to become a registered nurse (RN) and having a positive attitude towards the studies were the main factors influencing high motivation to complete the programme of study. Having a negative attitude towards the studies was an explanation of decreased motivation. There was a significant decrease (p=0.001) in the motivation score with respect to number of semesters, and motivation increased with the student’s age (p=0.0119). Suggestions for increasing motivation given by those who rated their motivation as ≤4 mainly focused on improvements in didactics and study organisation.

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Section: Discussionmentioning

confidence: 82%

Nursing Students’ Self-Graded Motivation to Complete their Programme of Study

Stomberg¹,

Nilsson²

2010

Open Nurs J

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“…A well‐resourced and well‐managed healthcare system is needed to support effective clinical judgement and decision‐making. For example, a second year nursing student reported the following practice experience (Standing 2005, p. 92):…”

Section: A Revised Cognitive Continuum Of Clinical Judgement In Nursingmentioning

confidence: 99%

Clinical judgement and decision‐making in nursing – nine modes of practice in a revised cognitive continuum

Standing

2008

Journal of Advanced Nursing

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111

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The revised cognitive continuum promotes awareness of the nature and the variety of patient-centred judgement tasks and decisions in nursing, how to select the most suitable intervention tactic from available options, and the fallibility of all forms of human judgement from intuitive/experiential to analytic/rational. Hence, it is recommended for use as an educational tool and practice guide to facilitate theory development and the practice of judgement and decision-making in nursing.

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“…Therefore, teaching decision‐making skills has become an essential part of nursing education 5 . It is recommended that exposure to clinical judgment and decision‐making strategies begin at the commencement of studies and the learning of it continue throughout education and as an integral part of the curriculum 6 …”

Section: Introductionmentioning

confidence: 99%

Clinical decision‐making in senior nursing students in Iran

Jahanpour

Sharif

Salsali

et al. 2010

Int J of Nursing Practice

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Clinical decision-making is the basis for professional nursing practice. This can be taught and learned through appropriate teaching and clinical experiences. Unfortunately, it has been observed that many graduates are unable to demonstrate suitable clinical decision-making skills. Research and study on the process of decision-making and factors influencing it assists educators to find the appropriate educational and clinical strategies to teach nursing students. To explore the experience of nursing students and their view points regarding the factors influencing their development of clinical decision-making skills. An exploratory qualitative approach utilizing grounded theory methods was used; focus group interviews were undertaken with 32 fourth year nursing students and data were analysed using constant comparative analysis. Four main themes emerged from the data: clinical instructor incompetency, low self-efficacy, unconducive clinical learning climate and experiencing stress. The data indicated that students could not make clinical decisions independently. The findings of this study support the need to reform aspects of the curriculum in Iran in order to increase theory-practice integration and prepare a conductive clinical learning climate that enhances learning clinical decision-making with less stress.

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Clinical decision‐making skills on the developmental journey from student to Registered Nurse: a longitudinal inquiry

Abstract: Further collaboration between education and health service partners is recommended to integrate clinical decision-making throughout the nursing curriculum, enhance the development of such vital skills, and facilitate the transition from student to Registered Nurse.

Cited by 49 publications

References 23 publications

Nursing Students’ Self-Graded Motivation to Complete their Programme of Study

Nursing Students’ Self-Graded Motivation to Complete their Programme of Study

Clinical judgement and decision‐making in nursing – nine modes of practice in a revised cognitive continuum

Clinical decision‐making in senior nursing students in Iran

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