Indiana University-Purdue University Fort Wayn, Nursing, Fort Wayne, IN 46805, USA.
Nurse Educ Pract. 2013 Jan;13(1):23-8. doi: 10.1016/j.nepr.2012.07.001. Epub 2012 Jul 25.
A recently developed tool, the Lasater Clinical Judgment Rubric (LCJR), was used to evaluate nursing students' clinical reasoning during simulated patient care scenarios. For two semesters, students and nursing faculty completed the clinical reasoning tool after participating in and observing students' reactions to simulated emergent patient simulations. Scores were compared between nursing students and faculty and between programs, associate (AS) and baccalaureate of science (BS). Students' scores differed statistically based on program, BS means greater than AS, but student and faculty ratings were rarely significantly different. Additional research across multiple programs for a larger sample size and additional testing of the clinical reasoning tool are needed. To promote more realistic self-appraisals, students may need more opportunities to self-assess clinical reasoning behaviors in conjunction with feedback on performance from faculty throughout the nursing program.
最近开发的工具，即 Lasater 临床判断量表 (LCJR)，被用于评估护理学生在模拟患者护理场景中的临床推理能力。在两个学期中，学生和护理教师在参与并观察学生对模拟紧急患者模拟的反应后，完成了临床推理工具。对护理学生和教师之间以及副学士 (AS) 和理学学士 (BS) 课程之间的分数进行了比较。学生的分数根据课程的不同而存在统计学差异，BS 意味着大于 AS，但学生和教师的评分很少有显著差异。需要在多个课程中进行更多的研究，以获得更大的样本量，并对临床推理工具进行更多的测试。为了促进更现实的自我评估，学生可能需要更多的机会在整个护理课程中与教师对表现的反馈一起自我评估临床推理行为。
