Candan Dönmez Yelda, Sahin Koze Burcak, Durmaz Edeer Aylin, Ciğerci Yeliz, Yilmaz Emel, Gök Fadime, Gezer Nurdan, Karacabay Kevser, Arikan Bilgen, Oyur Çelik Gülay, Seki Züleyha, Yavuz Van Giersbergen Meryem
Surgical Nursing Department, Ege University Faculty of Nursing, Izmir, Turkey.
Department of Surgical Nursing, Dokuz Eylul University Nursing Faculty, Izmir, Turkey.
BMC Nurs. 2025 May 2;24(1):486. doi: 10.1186/s12912-025-03123-8.
The clinical learning environment is crucial for developing essential clinical decision-making skills in nursing students. This study examined nursing students' perceptions of clinical decision-making and the factors that impact it.
A descriptive cross-sectional study was carried out using a self-administered questionnaire, which included a personal information form and the Clinical Decision-Making in Nursing Scale (CDMNS). The study was conducted across ten universities in the Aegean region. Data collection took place at times most convenient for the students, such as during class sessions or lunch breaks. Prior to participation, students were briefed on the study's objectives and procedures. Those who agreed to participate provided informed consent before completing the questionnaire. Researchers remained present while students filled out the questionnaire to clarify any questions they had.
A considerable proportion of students (72.6%) had never received formal education on clinical decision-making. The average CDMNS score was 140.24 ± 17.04, aligning with findings from previous research. A statistically significant difference was observed in the total mean CDMNS score and sub-dimension scores (searching for alternatives, questioning goals and values, evaluating outcomes, seeking information, and objectively integrating new knowledge) based on the university attended (p < 0.001).
The findings suggest that nursing students in the Aegean Region demonstrated a moderate level of perceived clinical decision-making skills. To enhance these skills further, it is recommended that alternative educational approaches, such as simulation-based training, case study discussions, and mentoring programmes, be integrated into nursing education and their effectiveness assessed.
Not applicable.
临床学习环境对于培养护生的基本临床决策技能至关重要。本研究调查了护生对临床决策的认知以及影响临床决策的因素。
采用自填式问卷进行描述性横断面研究，问卷包括个人信息表和护理临床决策量表（CDMNS）。该研究在爱琴海地区的十所大学开展。数据收集在对学生最方便的时间进行，如上课期间或午休时间。在参与研究之前，向学生介绍了研究目的和程序。同意参与的学生在完成问卷前签署知情同意书。学生填写问卷时研究人员在场，以解答他们的任何问题。
相当一部分学生（72.6%）从未接受过临床决策方面的正规教育。CDMNS平均得分为140.24±17.04，与先前研究结果一致。根据就读大学的不同，CDMNS总分及各维度得分（寻找替代方案、质疑目标和价值观、评估结果、寻求信息以及客观整合新知识）存在统计学显著差异（p<0.001）。
研究结果表明，爱琴海地区的护生临床决策技能认知水平中等。为进一步提高这些技能，建议将基于模拟的培训、案例研究讨论和指导计划等替代教育方法纳入护理教育并评估其效果。
不适用。
