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Published on: June 21, 2010
A National Report on Clinical Judgment Model Use in Prelicensure Nursing Curricula
Mary A Jessee1, Ann Nielsen, Janet Monagle
1About the Authors Mary A. Jessee, PhD, RN, is assistant dean for academics, Generalist Nursing Practice, Vanderbilt University School of Nursing, Nashville, Tennessee. Ann Nielsen, PhD, RN, is clinical associate professor emerita, Oregon Health & Science University, Portland, Oregon. Janet Monagle, PhD, RN, CNE, is an associate professor, MGH Institute of Health Professions, Boston, Massachusetts. Lisa Gonzalez, MSN, RN, CNE, CCRN-K, is a professor, College of Southern Maryland, La Plata, Maryland. Kathie Lasater, EdD, RN, ANEF, FAAN, is professor emerita, Oregon Health & Science University, and visiting professor at Edinburgh Napier University, Edinburgh, United Kingdom. Philip Dickison, PhD, RN, is chief officer of operations and examinations, National Council of State Boards of Nursing, Chicago, Illinois. For more information, contact Dr. Jessee at mary.a.jessee@vanderbilt.edu.
Aim:
This study examined US prelicensure nursing program use of clinical judgment models and teaching strategies to promote students' clinical judgment.
Background:
Growing interest in teaching clinical judgment associated with upcoming changes in NCLEX-RN testing warrants exploration of how models and teaching strategies are currently used.
Method:
A cross-sectional survey with multiple-choice and open-ended response items was used to examine programs' use of clinical judgment educational models.
Results:
Of 234 participants (9 percent response rate), 27 percent reported using a model; 51 percent intended and 20 percent did not intend to start using a model. Tanner's clinical judgment model was the most used, followed by the clinical reasoning cycle. Models were used to inform design of teaching/learning strategies and facilitate clinical teaching and evaluation.
Conclusion:
Clinical judgment model use may increase as programs prepare for changes in NCLEX-RN. Research is needed to understand how model use contributes to measurable differences in clinical judgment skill.
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