Assistant Professor (Dr Calcagni) and Associate Professor (Dr Weaver), Centofanti School of Nursing, Youngstown State University, Youngstown, Ohio; Professor (Dr Lindell) and Assistant Professor (Dr Jackson), Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio.
Nurse Educ. 2023;48(4):175-181. doi: 10.1097/NNE.0000000000001357. Epub 2023 Jan 18.
There is a gap in evidence for effective clinical teaching strategies to promote nursing students' development of clinical judgment (CJ).
This study examined the effect of active learning strategies (ALSs) during clinical postconference sessions on the CJ of undergraduate nursing students.
This quasi-experimental study of ALSs or standard postconferences used the Lasater Clinical Judgment Rubric (LCJR) to rate CJ at 3 time points. All faculty members and students were trained on use of the LCJR. Ratings were done by both faculty and students.
All ratings of CJ improved over time ( P < .001). Ratings of CJ varied between the control and intervention groups.
The findings of this study contribute to knowledge regarding the effectiveness of clinical teaching strategies for CJ and preparation for entry to nursing practice.
在促进护理学生临床判断（CJ）发展的有效临床教学策略方面存在证据差距。
本研究旨在探讨临床会后会议期间采用主动学习策略（ALS）对本科护理学生 CJ 的影响。
本准实验研究采用 ALS 或标准会后会议，使用 Lasater 临床判断量表（LCJR）在 3 个时间点对 CJ 进行评分。所有教师和学生都接受了 LCJR 使用的培训。评分由教师和学生共同完成。
所有 CJ 的评分均随时间推移而提高（P<.001）。CJ 的评分在对照组和干预组之间存在差异。
本研究的结果有助于了解 CJ 临床教学策略的有效性和为进入护理实践做准备。
