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Designing, implementing, and evaluating interactive clinical decision-making scenarios: an explorative descriptive
Claire Crossfield1, Meg Pollock1, Emily Tomlinson1
1School of Nursing and Midwifery, Centre for Quality and Patient Safety, Research, Institute for Health Transformation, Faculty of Health, Deakin University, Locked Bag 20000, Geelong, VIC3220, Australia.
Background:
There is growing recognition of the need for innovative educational strategies that strengthen critical thinking, clinical decision-making, and readiness for independent practice. Traditional approaches, while valuable, may not fully prepare nursing learners for the complexity and unpredictability of clinical environments. Interactive clinical decision-making scenarios have the potential to bridge this gap by offering immersive, practice-orientated learning experiences.
Objectives:
This study evaluated the effectiveness of interactive clinical decision-making scenarios in supporting the development of critical thinking, clinical decision-making, and collaborative competencies among final-year nursing students.
Design:
A convergent mixed-methods design was employed to capture both the breadth and depth of student experiences. The quantitative and qualitative components were implemented concurrently, with findings integrated to provide a comprehensive understanding of the scenarios' education value.
Methods:
Quantitative data were collected via structured 25-item survey with Likert-scale items assessing students' perceptions of the scenarios. Qualitative data were gathered from open-ended survey responses and semi-structured interviews. Descriptive statistics were used for survey analysis, with qualitative data used to illustrate and enrich the quantitative findings, adding depth and nuance.
Results:
A total of 141 final-year nursing students completed the survey, and six participated in interviews. The majority (95%) agreed that the scenarios enhanced critical thinking, clinical decision-making, engagement, and collaborative skills. Interview data reinforced these findings, with students emphasising how the scenarios promoted deeper reflection, improved confidence, and better preparation for independent practice.
Conclusion:
Interactive clinical decision-making scenarios represent a promising strategy to strengthen essential clinical competencies. Broader integration into curricula may enhance students' preparedness for safe, effective and independent practice.
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