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Published on: February 16, 2011
Learning Clinical Judgments With a Lens of Inclusivity
Janet Monagle1, Kaveri Roy, Kathie Lasater
1About the Authors Janet Monagle, PhD, RN, CNE, is an associate professor, MGH Institute of Health Professions, Charlestown, Massachusetts. Kaveri Roy, DNP, RN, CNE, is an assistant professor, MGH Institute of Health Professions. Kathie Lasater, EdD, RN, ANEF, FAAN, is professor emerita, Oregon Health & Science University, Portland, Oregon. For more information, contact Dr. Monagle at jmonagle@mghihp.edu .
Abstract:
To prepare practice-ready graduates and promote NCLEX® success, many schools of nursing have adopted a clinical judgment model (CJM) to provide a framework for their curriculum and teaching strategies. Missing from most CJMs are clear principles of justice, equity, diversity, and inclusion (JEDI), imperative to prepare a nursing workforce to care holistically for diverse populations. This article describes the curriculum integration of an adapted model with added JEDI principles. By intentionally integrating the language and understanding of a CJM with JEDI principles, nurse educators can promote the clinical judgment development necessary to prepare graduates to care for diverse populations.
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