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Related Experiment Videos

Clinical decision making among fourth-year nursing students: an interpretive study.

Ann H White1

  • 1Graduate Nursing Program, University of Southern Indiana, School of Nursing and Health Professions, Evansville, Indiana 47712, USA. awhite@usi.edu

The Journal of Nursing Education
|March 29, 2003
PubMed
Summary

Fourth-year nursing students develop clinical decision-making skills through confidence building, staff and patient relationships, and understanding the clinical picture. This learning process is crucial for nursing education.

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Area of Science:

  • Nursing Education
  • Clinical Decision Making
  • Healthcare Professional Development

Background:

  • Clinical decision-making is a core competency for registered nurses.
  • Understanding the learning process of clinical decision-making in nursing students is essential for curriculum development.
  • Fourth-year baccalaureate nursing students represent a critical stage in skill acquisition before independent practice.

Purpose of the Study:

  • To investigate the learning process of clinical decision-making among fourth-year baccalaureate nursing students.
  • To identify key themes and essential components contributing to the development of clinical decision-making skills in nursing students.

Main Methods:

  • Qualitative study involving semi-structured interviews with seventeen fourth-year nursing students.

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  • Data analysis employed a modified seven-step process developed by Diekelmann and Allen.
  • Focus on understanding students' lived experiences in learning clinical decision-making.

    • Main Results:

    • Five essential themes emerged: gaining confidence, building staff relationships, connecting with patients, self-comfort as a nurse, and understanding the clinical picture.
    • Students' development of clinical decision-making is a multifaceted process influenced by interpersonal and intrapersonal factors.
    • Confidence and understanding the broader clinical context were significant components of skill acquisition.

    Conclusions:

    • The learning of clinical decision-making is an integrated process involving skill, relationship, and contextual understanding.
    • Educational strategies should foster confidence, interpersonal skills, and holistic patient assessment in nursing students.
    • Findings provide insights for enhancing nursing curricula to better prepare students for complex clinical environments.