Second-Degree Bachelor of Science in Nursing, College of Medicine, National Taiwan University, Taipei, Taiwan; Department of Nursing, National Taiwan University Hospital, Yunlin Branch, Yunlin, Taiwan.
School of Nursing, College of Medicine, National Taiwan University, Taipei, Taiwan; Department of Nursing, National Taiwan University Hospital, Taipei, Taiwan.
Nurse Educ Today. 2024 May;136:106146. doi: 10.1016/j.nedt.2024.106146. Epub 2024 Feb 24.
As they have not yet embarked on clinical practice, most students who already have a bachelor's degree but require a bachelor's degree in nursing occasionally perceive the educator's instruction on clinical situations as abstract and challenging for making accurate clinical judgments.
This study aims to implement a clinical judgment model and case scenarios in classroom teaching to evaluate improvements in students' clinical judgment and critical thinking abilities.
A mixed-method design.
A second-degree Bachelor of Science in Nursing at a university in Taiwan.
First-year undergraduate nursing students.
This mixed-methods study featured a survey at the beginning and end of a course, followed by one-on-one online interviews. A purposive sample of sophomore nursing students was recruited from a university in northern Taiwan between March 2020 and May 2021. Semi-structured interviews were conducted after a preliminary analysis of the collected quantitative data.
In total, 48 participants completed the study questionnaire, and 20 were interviewed. The results show that the students' ability to make clinical judgment and identify individual health problems from case scenarios significantly improved after completing the course. However, critical thinking did not differ significantly after the course. Qualitative data analysis revealed three key themes relevant to the participants' learning experiences: (1) establishing the context of clinical judgment, (2) building a bridge between basic medical science and clinical nursing, and (3) having a broader perspective.
Incorporating clinical judgment measurement model and case scenarios in the curriculum may benefit second-degree Bachelor of Science in Nursing students who have not yet begun their clinical practice. Additionally, the result provides educators with valuable learning goals and evaluation strategies in the classroom and clinical practice.
由于尚未开始临床实践，大多数已经获得学士学位但需要护理学学士学位的学生偶尔会认为教育者对临床情况的指导是抽象的，难以做出准确的临床判断。
本研究旨在将临床判断模型和病例情景应用于课堂教学，以评估学生临床判断和批判性思维能力的提高。
混合方法设计。
台湾一所大学的护理学第二学士学位。
护理学一年级本科生。
本混合方法研究在课程开始和结束时进行了调查，随后进行了一对一的在线访谈。2020 年 3 月至 2021 年 5 月，在台湾北部一所大学，通过目的抽样招募了大二护理学生。在对收集的定量数据进行初步分析后，进行了半结构化访谈。
共有 48 名参与者完成了研究问卷，其中 20 人接受了访谈。结果表明，学生从病例情景中进行临床判断和识别个体健康问题的能力在完成课程后显著提高。然而，批判性思维在课程后并没有显著差异。定性数据分析揭示了与参与者学习经历相关的三个关键主题：（1）建立临床判断的背景，（2）在基础医学和临床护理之间架起桥梁，（3）拥有更广阔的视角。
将临床判断测量模型和病例情景纳入课程可能对尚未开始临床实践的第二学士学位护理学学生有益。此外，研究结果为教育工作者在课堂和临床实践中提供了有价值的学习目标和评估策略。
