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Clinical judgment development using structured classroom reflective practice: a qualitative study.

Donna M Glynn¹

¹Simmons College, School of Nursing and Health Sciences, Boston, Massachusetts 02115, USA. glynn@simmons.edu

The Journal of Nursing Education

|January 31, 2012

Summary

Structured reflection in nursing education enhances students' clinical judgment and confidence. This approach helps bridge the education-practice gap, preparing future nurses for high-quality patient care.

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Area of Science:

Nursing Education
Clinical Judgment Development
Reflective Practice

Background:

The education-practice gap remains a challenge in nursing.
Structured reflection is proposed as a pedagogical strategy to enhance nursing students' preparedness.
Tanner's Clinical Judgment Model provides a framework for understanding clinical judgment.

Purpose of the Study:

To examine the incorporation of "reflection-on-action" within a structured classroom format.
To explore its impact on Bachelor of Science nursing students' perceived clinical judgment.
To assess its effect on students' clinical confidence.

Main Methods:

Qualitative study design.
Utilized a structured reflective classroom format based on Tanner's Clinical Judgment Model.
Focused on students' perceptions of the intervention's benefits.

Main Results:

Students perceived the intervention as beneficial for developing clinical judgment.
Students reported increased clinical confidence following the structured reflection.
Qualitative data highlighted the positive impact of the pedagogical approach.

Conclusions:

Structured reflection in the classroom is a valuable tool for nursing education.
Nurse educators can utilize this pedagogy to address the education-practice gap.
This approach strengthens nursing students' preparedness for competent and compassionate patient care.