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Registered nurses develop clinical judgment in new graduate nurses (NGNs) through specific teaching strategies. NGNs responded with learning, emotions, or resistance, highlighting the need for tailored support.

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Area of Science:

Nursing Education
Clinical Judgment Development
Healthcare Professional Training

Background:

New graduate nurses (NGNs) require structured support to transition from novice to expert practitioners.
Developing strong clinical judgment is crucial for safe and effective patient care.
Existing literature lacks comprehensive understanding of NGNs' clinical judgment development from the perspective of practicing registered nurses.

Purpose of the Study:

To explore how registered nurses in practice facilitate clinical judgment development in NGNs.
To understand NGNs' responses to teaching strategies aimed at enhancing clinical judgment.
To identify effective teaching-learning strategies and areas for improvement in supporting NGNs.

Main Methods:

Qualitative research approach involving interviews with registered nurses and NGNs.
Thematic analysis of data to identify patterns in teaching strategies and NGN responses.
Focus on real-world clinical settings and practical application of learning.

Main Results:

Key teaching themes included establishing a learning environment, employing cognitive strategies like mentored thinking, debriefing, reflection, and utilizing real-life scenarios.
NGN responses varied, encompassing learning-focused engagement, emotional reactions, and instances of resistance.
Practicing nurses identified specific pedagogical approaches that influenced NGNs' clinical judgment progression.

Conclusions:

Effective clinical judgment development in NGNs requires intentional teaching strategies focused on critical thinking and reflective practice.
Understanding NGNs' diverse responses is essential for tailoring educational interventions.
Recommendations are provided to enhance mentorship and support systems for NGNs' clinical judgment acquisition.