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Evaluating a Shared Reflective Practice to Develop Nursing Student Clinical Judgment
Jennifer Maffucci1, Kathryn Vanderzwan, Leah Burt
1Author Affiliations: Clinical Instructor (Dr Maffucci) and Clinical Assistant Professor (Drs Vanderzwan and Burt), Department of Biobehavioral Nursing Science, College of Nursing, University of Illinois Chicago.
Nurse Educator
|December 18, 2023
Summary
Shared structured reflection enhances clinical judgment in nursing students. This method fosters accountability, intentionality, and community, supporting competency-based nursing education.
Area of Science:
- Nursing Education
- Clinical Judgment Development
- Reflective Practice
Background:
- Self-reflection is a key strategy for nurse educators to cultivate clinical judgment in prelicensure nursing students.
- Limited research addresses enhancing clinical judgment specifically in second-degree nursing students within clinical environments.
Purpose of the Study:
- To explore the impact of a shared structured reflection teaching innovation on clinical judgment skills.
- To assess the effectiveness of this innovation in a required baccalaureate clinical course for prelicensure nursing students.
Main Methods:
- Qualitative descriptive methods were employed to evaluate the educational innovation.
- The study focused on students in the final semester of an accelerated prelicensure nursing program.
- Data collection occurred within the clinical setting.
Main Results:
- Students reported heightened accountability for their educational journey.
- Participants experienced a greater sense of intentionality in their nursing practice.
- A stronger sense of community was developed among peer students.
Conclusions:
- Shared reflective practices in clinical settings show potential for improving nursing students' clinical judgment.
- This approach supports the development of a competency-based nursing curriculum.
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