Document Type

Poster

Associated Faculty

Dr. Valerie Herbert

Sponsoring Academic Department

School of Nursing

Publication Date

2024

Abstract/ Summary

Nurses provide care to clients in complex situations. Nurses entering practice need greater confidence and skills to make sound clinical judgment decisions when caring for clients. A question arises: do structured clinical judgment activities based on the Clinical Judgment Measurement Model (CJMM) improve students’ clinical judgment skills throughout a semester simulation and clinical rotation? A literature search of EBSCOhost, CINAHL, Next Generation: NCLEX News, and article reference lists were used. Peer-reviewed articles published from 2018-2023 were reviewed, resulting in 13 articles being selected. The literature demonstrated that nursing schools work to prepare nurses for entry-level practice by designing a curriculum with didactic classes using active learning opportunities, skills labs, simulations, and clinical settings. The CJMM provides a structure used to determine a nurse’s ability to make decisions for clients and is noted to be done in a progressive way to incorporate all five layers when determining a nurse’s clinical judgment skill. Each layer builds on the nurse’s skill to recognize and analyze cues and make appropriate decisions regarding client care. Incorporation of level three of the CJMM, which includes recognizing cues, analyzing cues, prioritizing hypotheses, generating solutions, taking action, and evaluating outcomes, in nursing education can make an impact on nursing students' clinical judgment skills in preparation for entry-level practice. Using the CJMM in nursing education offers a foundation to build sound clinical judgment skills. Continued research on best practices for the CJMM and ways to embed it in nursing education is necessary.

Version

post-print (i.e. final draft post-refereeing with all author corrections and edits)

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