A collaborative project to apply and evaluate the clinical judgment Model through simulation

Nancy Dillard, Stephanie Sideras, Marilyn Ryan, Kay Carlton Hodson, Kathie Lasater, Linda Siktberg

    Research output: Contribution to journalArticle

    58 Citations (Scopus)

    Abstract

    As use of simulations increases in nursing education, nurse educators are challenged to evaluate students' clinical judgment skills.The purpose of this article is to describe faculty development in the use of the Lasater Clinical Judgment Rubric (LCJR); faculty application of LCJR in evaluating students' clinical judgment skills during a simulation scenario; and faculty and students' perception transference from the simulation to the clinical setting. Tanner's Clinical Judgment Model was used in an assigned adult health simulation. Quantitative and qualitative data were collected from faculty and student evaluations and students' reflective statements. Findings support the importance of simulation's contribution to clinical judgment development. However, more work remains to improve the integration of clinical judgment and use of a conceptual framework and evidence-based rubric. For long-term change, both faculty and students need ongoing practice and encouragement in applying the clinical judgment framework to clinical and simulation experiences. For application of the model, a recommendation is to incorporate the clinical judgment language into course syllabi, course assignments, and evaluations.

    Original languageEnglish (US)
    Pages (from-to)99-104
    Number of pages6
    JournalNursing Education Perspectives
    Volume30
    Issue number2
    StatePublished - Mar 2009

    Fingerprint

    simulation
    Students
    student
    Clinical Competence
    transference
    syllabus
    evaluation
    nursing
    nurse
    Nursing Education
    educator
    scenario
    Language
    language
    health
    Nurses
    evidence
    education
    experience
    Health

    Keywords

    • Faculty development - clinical judgment - student evaluation - clinical learning - high-fidelity simulation

    ASJC Scopus subject areas

    • Nursing(all)
    • Education

    Cite this

    A collaborative project to apply and evaluate the clinical judgment Model through simulation. / Dillard, Nancy; Sideras, Stephanie; Ryan, Marilyn; Hodson, Kay Carlton; Lasater, Kathie; Siktberg, Linda.

    In: Nursing Education Perspectives, Vol. 30, No. 2, 03.2009, p. 99-104.

    Research output: Contribution to journalArticle

    Dillard, Nancy ; Sideras, Stephanie ; Ryan, Marilyn ; Hodson, Kay Carlton ; Lasater, Kathie ; Siktberg, Linda. / A collaborative project to apply and evaluate the clinical judgment Model through simulation. In: Nursing Education Perspectives. 2009 ; Vol. 30, No. 2. pp. 99-104.
    @article{171bd894f0f946eab0388c5b63feb412,
    title = "A collaborative project to apply and evaluate the clinical judgment Model through simulation",
    abstract = "As use of simulations increases in nursing education, nurse educators are challenged to evaluate students' clinical judgment skills.The purpose of this article is to describe faculty development in the use of the Lasater Clinical Judgment Rubric (LCJR); faculty application of LCJR in evaluating students' clinical judgment skills during a simulation scenario; and faculty and students' perception transference from the simulation to the clinical setting. Tanner's Clinical Judgment Model was used in an assigned adult health simulation. Quantitative and qualitative data were collected from faculty and student evaluations and students' reflective statements. Findings support the importance of simulation's contribution to clinical judgment development. However, more work remains to improve the integration of clinical judgment and use of a conceptual framework and evidence-based rubric. For long-term change, both faculty and students need ongoing practice and encouragement in applying the clinical judgment framework to clinical and simulation experiences. For application of the model, a recommendation is to incorporate the clinical judgment language into course syllabi, course assignments, and evaluations.",
    keywords = "Faculty development - clinical judgment - student evaluation - clinical learning - high-fidelity simulation",
    author = "Nancy Dillard and Stephanie Sideras and Marilyn Ryan and Hodson, {Kay Carlton} and Kathie Lasater and Linda Siktberg",
    year = "2009",
    month = "3",
    language = "English (US)",
    volume = "30",
    pages = "99--104",
    journal = "Nursing Education Perspectives",
    issn = "1536-5026",
    publisher = "National League for Nursing",
    number = "2",

    }

    TY - JOUR

    T1 - A collaborative project to apply and evaluate the clinical judgment Model through simulation

    AU - Dillard, Nancy

    AU - Sideras, Stephanie

    AU - Ryan, Marilyn

    AU - Hodson, Kay Carlton

    AU - Lasater, Kathie

    AU - Siktberg, Linda

    PY - 2009/3

    Y1 - 2009/3

    N2 - As use of simulations increases in nursing education, nurse educators are challenged to evaluate students' clinical judgment skills.The purpose of this article is to describe faculty development in the use of the Lasater Clinical Judgment Rubric (LCJR); faculty application of LCJR in evaluating students' clinical judgment skills during a simulation scenario; and faculty and students' perception transference from the simulation to the clinical setting. Tanner's Clinical Judgment Model was used in an assigned adult health simulation. Quantitative and qualitative data were collected from faculty and student evaluations and students' reflective statements. Findings support the importance of simulation's contribution to clinical judgment development. However, more work remains to improve the integration of clinical judgment and use of a conceptual framework and evidence-based rubric. For long-term change, both faculty and students need ongoing practice and encouragement in applying the clinical judgment framework to clinical and simulation experiences. For application of the model, a recommendation is to incorporate the clinical judgment language into course syllabi, course assignments, and evaluations.

    AB - As use of simulations increases in nursing education, nurse educators are challenged to evaluate students' clinical judgment skills.The purpose of this article is to describe faculty development in the use of the Lasater Clinical Judgment Rubric (LCJR); faculty application of LCJR in evaluating students' clinical judgment skills during a simulation scenario; and faculty and students' perception transference from the simulation to the clinical setting. Tanner's Clinical Judgment Model was used in an assigned adult health simulation. Quantitative and qualitative data were collected from faculty and student evaluations and students' reflective statements. Findings support the importance of simulation's contribution to clinical judgment development. However, more work remains to improve the integration of clinical judgment and use of a conceptual framework and evidence-based rubric. For long-term change, both faculty and students need ongoing practice and encouragement in applying the clinical judgment framework to clinical and simulation experiences. For application of the model, a recommendation is to incorporate the clinical judgment language into course syllabi, course assignments, and evaluations.

    KW - Faculty development - clinical judgment - student evaluation - clinical learning - high-fidelity simulation

    UR - http://www.scopus.com/inward/record.url?scp=66149148219&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=66149148219&partnerID=8YFLogxK

    M3 - Article

    VL - 30

    SP - 99

    EP - 104

    JO - Nursing Education Perspectives

    JF - Nursing Education Perspectives

    SN - 1536-5026

    IS - 2

    ER -