Associate Lecturer (Ms Robinson) and Professor (Dr Aller), College of Nursing and Associate Professor (Dr Mulvey), College of Education, Health and Human Services, Kent State University, Kent, Ohio.
Nurse Educ. 2024;49(1):E12-E16. doi: 10.1097/NNE.0000000000001539. Epub 2023 Oct 26.
Research indicates new nursing graduates struggle with clinical reasoning, despite some related skill development throughout their education. The question remains, "Could an earlier focus on clinical reasoning in nursing programs enhance nursing students' clinical reasoning?"
This pilot study investigated how first-semester nursing students perceive the use of case studies in clinical reasoning skill development and the perceived benefits of case studies related to the NCSBN Clinical Judgment Measurement Model (NCJMM).
Case studies and written reflections were introduced to a convenience sample (n = 45) of first-semester nursing students. Qualitative analysis was conducted on written reflections.
Students found case studies enhanced their knowledge and prepared them for clinical practice as a nurse.
Findings suggest early introduction of case studies is a meaningful teaching strategy to develop clinical reasoning aligned with the NCJMM.
研究表明，尽管新的护理毕业生在整个教育过程中都有一些相关技能的发展，但他们在临床推理方面仍存在困难。问题仍然是：“在护理课程中更早地关注临床推理，是否能提高护理学生的临床推理能力？”
本试点研究调查了第一学期护理专业学生如何看待案例研究在临床推理技能发展中的应用，以及他们对与 NCSBN 临床判断测量模型（NCJMM）相关的案例研究的看法。
便利样本（n=45）的第一学期护理学生接受了案例研究和书面反思。对书面反思进行了定性分析。
学生们发现案例研究增强了他们的知识，并为他们作为护士进行临床实践做好了准备。
研究结果表明，早期引入案例研究是一种有意义的教学策略，可以培养与 NCJMM 一致的临床推理能力。
