Developing Clinical Reasoning and Clinical Judgment Competency Through Collaborative Exam Generation.

IF 2.4 3区医学 Q1 NURSING

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-02-25 DOI:10.1097/NNE.0000000000001833

Tania T Von Visger, Amarjot S Gill, Young Sik Seo, Catherine M Mann

{"title":"Developing Clinical Reasoning and Clinical Judgment Competency Through Collaborative Exam Generation.","authors":"Tania T Von Visger, Amarjot S Gill, Young Sik Seo, Catherine M Mann","doi":"10.1097/NNE.0000000000001833","DOIUrl":null,"url":null,"abstract":"Background: The American Association of Colleges of Nursing promotes competency-based education (CBE) to foster learning, producing competent graduates. Effective CBE necessitates innovative teaching strategies to optimize academic performance.Purpose: The purpose of this study was to initiate early clinical reasoning and clinical judgment competency development while enhancing the academic performance and engagement of undergraduate nursing students through collaborative learning and digital engagement strategies.Methods: We conducted a retrospective academic records review of nursing students in the undergraduate program enrolled in fall 2023 and spring 2024 in an online statistic course.Results: Ninety-six student records were included in the review. Student engagement predicted academic success as measured by collaborative exam generation ( r = .50, p < .001), time spent in course content ( B = 5.22, SE = 1.55, t = 3.34, p = .001), and student discussion posts ( B = 7.22, SE = 1.42, t = 5.11, p < .001).Conclusions: Active, collaborative learning approaches can be introduced in nursing prerequisite courses to develop competency in critical reasoning, clinical judgment, and respectful communication strategies to build interprofessional partnerships.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E213-E218"},"PeriodicalIF":2.4000,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001833","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/2/25 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Background: The American Association of Colleges of Nursing promotes competency-based education (CBE) to foster learning, producing competent graduates. Effective CBE necessitates innovative teaching strategies to optimize academic performance.

Purpose: The purpose of this study was to initiate early clinical reasoning and clinical judgment competency development while enhancing the academic performance and engagement of undergraduate nursing students through collaborative learning and digital engagement strategies.

Methods: We conducted a retrospective academic records review of nursing students in the undergraduate program enrolled in fall 2023 and spring 2024 in an online statistic course.

Results: Ninety-six student records were included in the review. Student engagement predicted academic success as measured by collaborative exam generation ( r = .50, p < .001), time spent in course content ( B = 5.22, SE = 1.55, t = 3.34, p = .001), and student discussion posts ( B = 7.22, SE = 1.42, t = 5.11, p < .001).

Conclusions: Active, collaborative learning approaches can be introduced in nursing prerequisite courses to develop competency in critical reasoning, clinical judgment, and respectful communication strategies to build interprofessional partnerships.

查看原文本刊更多论文

通过协同试题生成培养临床推理和临床判断能力。

背景：美国护理学院协会提倡以能力为基础的教育（CBE），以促进学习，培养有能力的毕业生。有效的CBE需要创新的教学策略来优化学习成绩。目的：本研究的目的是通过协作学习和数字参与策略，促进护理本科学生早期临床推理和临床判断能力的发展，同时提高学习成绩和参与程度。方法：回顾性分析我校2023年秋季和2024年春季在线统计学本科护理专业学生的学习成绩。结果：96份学生档案被纳入评估。通过协作考试生成（r = .50, p < .001）、花在课程内容上的时间（B = 5.22, SE = 1.55, t = 3.34, p = .001）和学生讨论帖子（B = 7.22, SE = 1.42, t = 5.11, p < .001）来衡量，学生参与度预测学业成功。结论：积极的、协作式的学习方法可以引入到护理学的预备课程中，以培养批判性推理、临床判断和尊重沟通策略的能力，从而建立专业间的伙伴关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Nurse Educator 医学-护理

CiteScore

2.60

自引率

7.70%

发文量

300

审稿时长

>12 weeks

期刊介绍： Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.