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Integrating the Transparency in Learning and Teaching Framework in a Competency-Based Clinical Judgment Learning
Angela Schooley1, Michele L Roberts, Jeanette M Olsen
1Author Affiliations: College of Nursing, Purdue University Northwest, Hammond, Indiana (Dr. Schooley); Florida Center for Nursing, University of South Florida, Tampa, Florida (Dr. Roberts); Department of Nursing, University of Wisconsin-Eau Claire, Eau Claire, Wisconsin (Dr. Olsen); Kinney College of Nursing and Health Professions, Southern Indiana University, Evansville, Indiana (Dr. Connerton); Division of Nursing, Mercy College of Ohio, Toledo, Ohio (Dr. Servick); College of Nursing and Health Professions, University of Wisconsin-Oshkosh, Oshkosh, Wisconsin (Dr. Janssen); School of Nursing, University of Toledo, Toledo, Ohio (Dr. Shank); School of Nursing, Rutgers University-Camden, Camden, New Jersey (Dr. Derr); School of Nursing, Rutgers University-Newark, Newark, New Jersey (Dr. Bohnarczyk); and School of Nursing, University of Wisconsin, Milwaukee, Wisconsin (Dr. Brown).
Background:
As nurse educators transition to competency-based education and implement learning activities designed to develop and assess clinical judgment, incorporating Transparency in Learning and Teaching (TILT) can enhance students' cognitive development.
Purpose:
To examine prelicensure nursing students' clinical judgment and perceptions of learning after implementing a published learning activity, before and after applying the TILT framework.
Method:
Clinical judgment was measured using the learning activity rubric and the perception of learning survey. Quantitative analyses were performed to assess differences when applying TILT.
Results:
TILT did not improve the clinical judgment score. Perception of learning increased with TILT but was not statistically significant. Institutional affiliation emerged as the strongest predictor of both clinical judgment and perception of learning.
Conclusions:
Application of TILT did not produce the anticipated improvements in clinical judgment performance. Further research is needed with a diverse student population and more robust integration of TILT throughout the curriculum.
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