A collaborative project to apply and evaluate the clinical judgment model through simulation.

Area of Science:

• Nursing Education
• Healthcare Simulation
• Clinical Judgment Development

Background:

• Increasing use of simulations in nursing education presents challenges in evaluating clinical judgment.
• Educators need effective tools to assess students' clinical reasoning abilities during simulated patient care.

Purpose of the Study:

• To describe faculty development in using the Lasater Clinical Judgment Rubric (LCJR).
• To detail faculty application of the LCJR for evaluating student clinical judgment in simulations.
• To explore faculty and student perceptions of skill transference from simulation to clinical practice.

Main Methods:

• Utilized Tanner's Clinical Judgment Model within an adult health simulation.
• Collected quantitative and qualitative data from faculty/student evaluations and student reflections.
• Employed a mixed-methods approach to analyze data.

Main Results:

• Simulation significantly contributes to the development of clinical judgment skills.
• Evidence supports the importance of structured rubrics like LCJR in assessment.
• Faculty and students perceived value in simulation for clinical judgment development.

Conclusions:

• Ongoing faculty and student practice is crucial for integrating clinical judgment frameworks.
• Improved integration of conceptual frameworks and evidence-based rubrics is needed.
• Incorporating clinical judgment terminology into curricula enhances application.