A Structured Framework to Enhance Clinical Judgment: Insights From Clinical Adjunct Faculty.

Area of Science:

• Nursing Education
• Clinical Judgment Development
• Pedagogical Strategies

Background:

• Clinical adjunct faculty possess expertise but often lack pedagogical skills for teaching clinical judgment.
• A gap exists in effectively preparing nursing students for complex clinical decision-making.
• The Tanner clinical judgment model offers a potential framework for enhancing clinical education.

Purpose of the Study:

• To explore clinical adjunct faculty experiences using the Tanner clinical judgment model.
• To identify pedagogical strategies that enhance clinical judgment in nursing students.
• To understand how structured frameworks impact faculty instruction and student learning.

Main Methods:

• Qualitative study involving interviews with clinical adjunct faculty.
• Exploration of faculty perceptions regarding the Tanner clinical judgment model.
• Thematic analysis of interview data to identify key experiences and benefits.

Main Results:

• Four major themes emerged: benefits of structured frameworks, the importance of reflection, development of noticing skills, and enhanced student engagement.
• Adjunct faculty found structured frameworks crucial for teaching clinical judgment.
• Implementation of the model led to improved student engagement and learning.

Conclusions:

• Structured frameworks, such as the Tanner model, are vital for effective clinical judgment education in nursing.
• These frameworks support faculty in their instructional roles and enhance student preparedness for professional practice.
• Utilizing structured pedagogical approaches ultimately promotes better patient care decision-making by nursing graduates.