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Utilizing Case-Based Learning and a Modified Lasater Clinical Judgment Rubric (LCJR) for Clinical Judgment Skills.

Bev Wilgenbusch¹, Rebekah Knauer²

¹Bev Wilgenbusch, EdD, RN, CNE, CCRN, is assistant professor, Miami University, Department of Nursing, Hamilton, Ohio.

Nursing Education Perspectives

|March 5, 2025

Summary

Assessing clinical judgment skills is difficult. This study explored case-based learning (CBL) and a modified Lasater Clinical Judgment Rubric (LCJR) to improve skill assessment, showing promising results despite the pilot study

Keywords:

Assessment Strategies Case-Based Learning Clinical Competence Clinical Judgment Clinical Reasoning Prelicensure Nursing Students

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Area of Science:

Nursing Education
Clinical Skills Assessment

Background:

Assessing clinical judgment skill development presents a significant challenge in healthcare education.
Existing assessment methods may not fully capture the nuances of clinical decision-making.

Purpose of the Study:

To explore the utility of case-based learning (CBL) in facilitating clinical judgment.
To evaluate an innovative modification of the Lasater Clinical Judgment Rubric (LCJR) for assessing clinical judgment skills.

Main Methods:

A pilot study employed a quasi-experimental design.
Data collection included pretest/posttest measures, case-based learning worksheets, and modified LCJRs.

Main Results:

Pretest and posttest scores demonstrated statistically significant improvements.
While the overall LCJR data did not show significant changes, one specific component indicated a significant improvement.

Conclusions:

The findings suggest that CBL, combined with a modified LCJR, holds potential for enhancing and assessing clinical judgment competencies.
Despite the study's short duration, the observed significant changes are encouraging for future research and application.