Oregon Health & Science University, 3455 SW Veterans' Hospital Rd., Portland, OR 97239, USA.
Victoria University of Wellington, Level 7, Clinical Services Block, Wellington Hospital, 6242, New Zealand.
Nurse Educ Today. 2019 Jul;78:37-43. doi: 10.1016/j.nedt.2019.03.013. Epub 2019 Apr 17.
Academic educators are challenged to foster the development of clinical judgment in diverse learners. The impact of nursing students' backgrounds on clinical judgment has not previously been studied.
SAMPLE: Prelicensure/preregistration students, representing three international English-speaking programs in 3 countries, comprised the sample (N = 532). All were enrolled in the first course in which perioperative content was taught.
An online learning activity was designed to elicit responses to a simulated case study of an expert nurse role model caring for an older adult patient experiencing delirium several days post-operatively.
Dyads of coders did three rounds of coding. Logistic and multinomial logistic regression models used background variables to look for patterns in student responses.
The data strongly suggest that background variables impact clinical judgment, however, not in interpretable patterns.
Nurse educators must acknowledge that prelicensure students' backgrounds impact their clinical judgment and assist them to learn to think like nurses.
学术教育者面临着培养不同学习者临床判断能力的挑战。护理学生背景对临床判断的影响尚未得到研究。
本研究的样本包括来自 3 个国家的 3 个国际英语授课项目的 532 名护理专业的学生。所有学生都参加了第一门教授围手术期内容的课程。
设计了一项在线学习活动，以引发学生对一个模拟案例的反应，案例中一位资深护士榜样在老年患者术后几天出现谵妄时照顾该患者。
对代码进行了三轮编码。逻辑和多项逻辑回归模型使用背景变量来寻找学生反应中的模式。
数据强烈表明，背景变量会影响临床判断，但模式无法解释。
护理教育者必须认识到，护理专业学生的背景会影响他们的临床判断，并帮助他们学会像护士一样思考。
