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Virtual Health Assessment Laboratory Course Delivery and Nursing Student Clinical Judgment: A Mixed-Methods
Jill Vihos1, Andrea Chute, Sue Carlson
1Assistant Professor (Dr Vihos), Department of Professional Nursing and Allied Health, Assistant Professor (Ms Chute), Department of Nursing Foundations, and Assistant Professor (Ms Carlson) and Nurse Educator (Ms Currie), Department of Nursing Practice, Faculty of Nursing, MacEwan University, Edmonton, Alberta, Canada; and Professor (Dr Buro) and Research Assistant (Ms Velupillai), Department of Mathematics and Statistics, Faculty of Arts and Science, MacEwan University, Edmonton, Alberta, Canada.
Background:
It is essential to explore virtual learning experiences to identify their impact on nursing students' learning.
Purpose:
The purpose of this study was to investigate the relationship between the virtual delivery of a health assessment laboratory course and nursing students' clinical judgment.
Methods:
Using a mixed-methods explanatory sequential design, the investigators appraised the final laboratory examinations of both in-person and virtual delivery cohorts using the Lasater Clinical Judgment Rubric (LCJR) and then interviewed faculty members.
Results:
The LCJR total mean scores (mean = 10.64) and mean scores for Effective Noticing (mean = 3.48) were higher for the virtual delivery students. The faculty reported that virtual delivery advances students' critical appraisal skills related to subjective assessment but advocated for in-person delivery to develop physical examination techniques.
Conclusion:
Although the mean clinical judgment scores were higher for the students whose course delivery was virtual, in-person experiences are necessary to develop psychomotor techniques to prepare students for clinical practice.
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