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Active learning strategies (ALSs) improved nursing students' clinical judgment (CJ) during postconference sessions. This study highlights effective teaching methods for enhancing CJ in nursing education.

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Area of Science:

  • Nursing Education
  • Clinical Judgment Development
  • Pedagogical Strategies

Background:

  • Evidence is lacking for effective clinical teaching strategies to foster nursing students' clinical judgment (CJ).
  • This gap impacts the preparation of nursing students for practice.

Purpose of the Study:

  • To investigate the impact of active learning strategies (ALSs) during clinical postconference sessions on undergraduate nursing students' CJ.
  • To compare ALSs with standard postconference approaches.

Main Methods:

  • A quasi-experimental design was employed.
  • The Lasater Clinical Judgment Rubric (LCJR) was used to assess CJ at three intervals.
  • Both students and faculty received LCJR training and provided ratings.

Main Results:

  • Overall improvement in CJ ratings was observed across all participants (P < .001).
  • Significant variations in CJ ratings were noted between the control and intervention groups.

Conclusions:

  • Active learning strategies positively influence the development of clinical judgment in nursing students.
  • Findings contribute valuable knowledge on effective clinical teaching strategies for nursing practice readiness.