Clinical judgment conceptualization scoping review protocol

Hussein, Mohamed Toufic El; Olfert, Marg; Hakkola, Jonah

doi:10.1016/j.teln.2021.10.003

Cited by 6 publications

(6 citation statements)

References 27 publications

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“…Improving the quality of nursing care and thus, patient outcomes, is dependent on nursing, prioritising the development of judgement and decision‐making skills (Thompson & Stapley, 2011). Clinical judgement and decision‐making are described by multiple terms within nursing literature (Clemett & Raleigh, 2021; El Hussein et al, 2021; Wright & Scardaville, 2021), and almost all imply the application of higher‐order cognitive skills.…”

Section: Introductionmentioning

confidence: 99%

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Clinical judgement in nursing – An evolutionary concept analysis

Connor

Flenady

Massey

et al. 2022

Journal of Clinical Nursing

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Clinical judgement is viewed as an essential skill for nurses Martin et al., 2020;Tanner, 2006). The concept of clinical judgement has evolved, rather than been discovered or invented; therefore, it is difficult to determine when clinical judgement was first recognised and used in nursing. It is known that within the limitations of knowledge and technology, nursing rapidly developed during World War I (Power, 2013). Whilst caring for hundreds of wounded, in extreme circumstances and with minimal resources, nurses realised the significance of rapid triage. Nurses had to treat patients autonomously and efficiently, thereby developing the skill of problem-solving using judgement and intellect (Agustin, 2020).Patient safety is reliant on the safe, accurate and timely decisions of educated nurses (Reay et al., 2016, p. 8). Noon (2014) suggests nurses now practice in an environment where conventional nurse boundaries and responsibilities are persistently challenged and employing clinical judgement for safe practice is essential.Health care is becoming more complex (Kuipers et al., 2014), and nurses are recognised as key decision-makers, progressively required to provide safe and effective nursing care in multi-layered healthcare environments that demand higher cognitive and clinical

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Section: Introductionmentioning

confidence: 99%

“…Clinical judgement and decision-making are described by multiple terms within nursing literature (Clemett & Raleigh, 2021;El Hussein et al, 2021;, and almost all imply the application of higher-order cognitive skills.…”

mentioning

confidence: 99%

Clinical judgement in nursing – An evolutionary concept analysis

Connor

Flenady

Massey

et al. 2022

Journal of Clinical Nursing

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“…The comprehensive predictor scores reflect a student's ability to master basic principles and capture outcomes such as thinking skills, nursing process, and priority setting 19. Recognizing cues during assessment and prioritization of care are components of clinical judgment 1,20. Students who participated in a higher number of SBL experiences designed to apply theoretical content to an evolving patient situation and reflection during debriefing had increased ATI scores, indicating better clinical reasoning and judgment.…”

Section: Discussionmentioning

confidence: 99%

“…New graduates' judgment skills have been associated with a lack of deep knowledge and understanding, limited clinical experience, and clinical learning that focuses primarily on task completion 1,22. Building clinical reasoning and judgment is based on the type of clinical experiences and the reflection provided on the experiences 20. High-quality SBL provides both clinical experience and guided reflection during debriefing.…”

Section: Discussionmentioning

confidence: 99%

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Impact of Simulation on Undergraduate Student Outcomes

Thomas

Barker

2022

Nurse Educ

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Background: Clinical reasoning is a cognitive and metacognitive process that is essential for positive patient outcomes. Simulation experiences provide situations and reflection where students can build clinical reasoning. Purpose: This study examined the impact of a higher number of simulation experiences on undergraduate student outcomes. Methods: A retrospective comparison study examined differences between group grade point average, Assessment Technologies Institute (ATI) predictor, and National Council Licensure Examination (NCLEX) scores (P < .05). A sample of 395 students was included in data analysis. Results: No differences were noted in grade point average or NCLEX pass rates. However, students who completed a simulation elective had significantly higher ATI predictor scores. Cohen's d (0.39) approached a medium effect size. Conclusions: Incorporating higher levels of in-person simulation through creative delivery models can improve student outcomes. Simulations may enhance students' clinical reasoning skills.

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