Mary Gay Tesoro1, Anne Marie Simmons2, Alba Lucia Bottura Leite de Barros3, Camila Takao Lopes4, Lidia Santiago Guandalini3, Elaine Drehmer de Almeida Cruz5, Aline Batista Maurício5. 1. Assistant Professor of Nursing, Lehman College, City University of New York, New York, New York. 2. Associate Professor of Nursing, School of Professional Studies, City University of New York, New York, New York. 3. Full Professor of Nursing and Escola Paulista de Enfermagem Adjunct Professor of Nursing and Lidia Santiago Guandalini, BSN, Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, Brazil. 4. Adjunct Professor of Nursing, Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, Brazil. 5. Associate Professor of Graduate Nursing Program and Aline Batista Maurício, RN Graduate Nursing Student (Master's degree), Federal University of Paraná, Curitiba, Parana, Brazil.
Abstract
PURPOSE: To test the effects of clinical reasoning prompts on students' clinical judgment of a written case study. METHODS: An experimental pre- and posttest study with second semester nursing students (N = 163). FINDINGS: The intervention was insufficient to significantly improve clinical judgment. Students identified that the prompts would help them "narrow… down the problem" and "slow… the decision-making process" to improve analysis. The most accurate patient problem was identified by 28% of students in pretest and 35% in posttest. CONCLUSIONS: This study provides evidence of variations in nursing students' clinical judgment and students' desire to use decision-making algorithms. NURSING IMPLICATIONS: Nurse educators should provide students with additional education and practice to identify and solve these types of problems.
PURPOSE: To test the effects of clinical reasoning prompts on students' clinical judgment of a written case study. METHODS: An experimental pre- and posttest study with second semester nursing students (N = 163). FINDINGS: The intervention was insufficient to significantly improve clinical judgment. Students identified that the prompts would help them "narrow… down the problem" and "slow… the decision-making process" to improve analysis. The most accurate patient problem was identified by 28% of students in pretest and 35% in posttest. CONCLUSIONS: This study provides evidence of variations in nursing students' clinical judgment and students' desire to use decision-making algorithms. NURSING IMPLICATIONS: Nurse educators should provide students with additional education and practice to identify and solve these types of problems.
Authors: Aline Batista Maurício; Elaine Drehmer de Almeida Cruz; Alba Lucia Bottura Leite de Barros; Mary Gay Tesoro; Camila Takao Lopes; Anne Marie Simmons; Juliana de Lima Lopes; Lidia Santiago Guandalini Journal: Rev Lat Am Enfermagem Date: 2022-03-21