About the Authors Deborah Cantero, DNP, APRN, FNP-C, CNE, is FNP program coordinator and assistant professor, Ann Blanton Edwards School of Nursing and Health Sciences, Florida Southern College, Lakeland, Florida. Linda Comer, PhD, RN, CNE, is dean and professor, Ann Blanton Edwards School of Nursing and Health Sciences, Florida Southern College. Melissa Radecki, PhD, RN, PCCN-K, CNE, is lecturer and faculty, College of Nursing, University of Central Florida, Orlando, Florida. For more information, contact Dr. Cantero at
Nurs Educ Perspect. 2024;45(2):122-123. doi: 10.1097/01.NEP.0000000000001089. Epub 2022 Dec 17.
Nurse practitioner faculty identified student struggles to gain diagnostic reasoning competence. The National Council of State Boards of Nursing developed a clinical judgment action model (CJAM) for the NCLEX (NextGen) that can be used in prelicensure nursing education to design educational interventions and has potential applicability toward diagnostic reasoning development in nurse practitioner students. The purpose of this project was to evaluate the impact of a didactic education intervention aligned with the CJAM on the development of clinical reasoning cognitive skills. The use of the CJAM demonstrated a positive outcome among nurse practitioner students in clinical reasoning development.
执业护士教师发现学生在获得诊断推理能力方面存在困难。美国护理教育认证委员会开发了适用于 NCLEX（下一代）的临床判断行动模型 (CJAM)，可用于护理教育的许可前教育，以设计教育干预措施，并有可能应用于执业护士学生的诊断推理发展。本项目的目的是评估与 CJAM 一致的教学干预对临床推理认知技能发展的影响。CJAM 的使用在执业护士学生的临床推理发展方面取得了积极的成果。
