Using Active Learning to Develop Clinical Judgment in Nursing Students

Abstract

Background

Novice nurses may lack clinical judgment skills essential for safe nursing practice. Although active learning may be more effective in developing clinical judgment, many nursing programs still rely on passive methods.

Aim

This study investigates whether active learning methods in the classroom are more effective than passive methods for developing clinical judgment in nursing students.

Methods

Nursing students from a community college learned about burns. Using convenience sampling, students were divided into control and experimental groups. The experimental group received instruction through active learning, while the control group received passive instruction.

Results

While the small sample (N = 37) limited statistical significance in some areas, the experimental group demonstrated significant improvement in the interpreting step of Tanner’s Clinical Judgment Model, as measured by the National Council of State Boards of Nursing’s Clinical Judgment Measurement Model (Md = 53.3 vs. Md = 43.3, U = 106, z = -1.99, p = .049).

Conclusion

Active learning may be more effective than passive methods in developing clinical judgment, particularly in interpreting data. Replication with a larger sample is recommended.