Interventions to develop clinical judgment among nurses: A systematic review with narrative synthesis

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-02-19 DOI:10.1016/j.nepr.2025.104300

Maite Mendívil-Pérez , Ana Choperena , Vanesa Salas , Mayte Chocarro-Haro , Cristina Oroviogoicoechea

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引用次数: 0

Abstract

Aim

To explore interventions developed to improve nurses’ clinical judgment.

Background

Clinical judgment can assist nurses in assessing clinical situations, identifying and preventing problems, and making effective decisions about patient care. Studies on developing clinical judgment among nurses thus far been limited and heterogeneous.

Design

A systematic review with narrative synthesis.

Methods

Eight databases (PubMed, CINAHL, PsycInfo, Scopus, Web of Science, Cochrane Library and ProQuest Dissertations and Theses databases) were systematically searched for studies published until May 2024. A total of 13 studies satisfied the inclusion criteria. Joanna Briggs Institute’s critical appraisal tools were used to assess the quality of the selected studies, whereas the Mixed Methods Appraisal Tool was used for mixed methods studies.

Results

Overall, 13 studies were included for analysis. Simulation was the most used type of intervention, whereas Tanner clinical judgment model was the most used framework, and Lasater Clinical Judgment Rubric was the most used tool for exploring the development of nurses’ clinical judgment skills. Among the 13 interventions analyzed, 11 were found to be effective.

Conclusions

Simulation teaching strategies using Tanner’s clinical judgment model and Lasater Clinical Judgment Rubric satisfactorily develop clinical judgment among nurses. The findings of this systematic review underscore the dearth of nursing research exploring the efficacy of interventions designed to enhance clinical judgment among general registered nurses.

Reporting Method

The systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

Patient or Public Contribution

No patient or public contribution.

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.