A Systematic Review of Educational Practices That Improve Clinical Judgment of Students in Health Sciences

2.50
Hdl Handle:
http://hdl.handle.net/10755/616028
Category:
Full-text
Type:
Presentation
Title:
A Systematic Review of Educational Practices That Improve Clinical Judgment of Students in Health Sciences
Other Titles:
Systematic Review Impacting Nursing Practice
Author(s):
Botma, Yvonne; Olivier, Nora
Lead Author STTI Affiliation:
Tau Lambda-at-Large
Author Details:
Yvonne Botma, RN, RM, FANSA, botmay@ufs.ac.za; Nora Olivier, RN, RM
Abstract:
Session presented on Thursday, July 21, 2016: Purpose: Competence is the ability to integrate foundational knowledge from different disciplines during the decision making process and to apply that knowledge and profession specific skills in a real life situation (Nursing Education Stakeholders (NES), 2012). The performance of the person indicates the degree to which the person was able to apply classroom knowledge in the clinical setting '(Holton, Chen, & Naquin, 2003). Clinical judgment (functional knowledge) is equivalent to clinical performance as it is the culmination of critical thinking (foundational knowledge) and clinical reasoning (conditional knowledge) (Chang, Chang, Kuo, Yang, & Chou, 2011). The ability to demonstrate sound clinical judgment is an essential skill for all nurses but especially in developing countries whose healthcare services are nurse led as these nurses are often the sole providers of healthcare in remote areas. It is therefore imperative that nurse educators use teaching and learning methods that develop the thinking processes and ability to demonstrate sound clinical judgment. The aim of this presentation is to describe a systematic literature review on teaching and learning methods that develops clinical judgment competence in students in health sciences. Methods: The steps of a systematic review process was used. Twenty two data bases were searched for relevant articles. Collaborative researchers screened the abstracts and eliminated a large number based on the inclusion and exclusion criteria. Eighty one full length articles were selected according to the inclusion and exclusion criteria. The collaborative researchers critically appraised 7 articles according to the CASP appraisal tool. Based on the appraisal of the articles only four articles were used for data extraction. Results: Web-based, case-based and simulation-based educational strategies improved clinical judgment without alliance with another educational strategy when they adhered to the design principles of authenticity active student engagement interactive learning cooperating learning, learner-focusses education and scaffolding Sequencing of learning opportunities that fist simulate cognitive thinking and thereafter afford the students the opportunity to practice psychomotor skills support integration of theory and practice and promotes development of clinical judgment' Conclusion: No conclusion was reached regarding the research question as only four primary studies were found.' Further research is needed to answer the research question. The implication for nursing education practice is that these preliminary findings provide clear guidance on the elements that educators should adhere to when designing nursing programmes.
Keywords:
clinical judgment; teaching methods; systematic review
Repository Posting Date:
13-Jul-2016
Date of Publication:
13-Jul-2016 ; 13-Jul-2016
Other Identifiers:
INRC16B02; INRC16B02
Conference Date:
2016
Conference Name:
27th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Cape Town, South Africa
Description:
Theme: Leading Global Research: Advancing Practice, Advocacy, and Policy

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleA Systematic Review of Educational Practices That Improve Clinical Judgment of Students in Health Sciencesen
dc.title.alternativeSystematic Review Impacting Nursing Practiceen
dc.contributor.authorBotma, Yvonneen
dc.contributor.authorOlivier, Noraen
dc.contributor.departmentTau Lambda-at-Largeen
dc.author.detailsYvonne Botma, RN, RM, FANSA, botmay@ufs.ac.za; Nora Olivier, RN, RMen
dc.identifier.urihttp://hdl.handle.net/10755/616028-
dc.description.abstractSession presented on Thursday, July 21, 2016: Purpose: Competence is the ability to integrate foundational knowledge from different disciplines during the decision making process and to apply that knowledge and profession specific skills in a real life situation (Nursing Education Stakeholders (NES), 2012). The performance of the person indicates the degree to which the person was able to apply classroom knowledge in the clinical setting '(Holton, Chen, & Naquin, 2003). Clinical judgment (functional knowledge) is equivalent to clinical performance as it is the culmination of critical thinking (foundational knowledge) and clinical reasoning (conditional knowledge) (Chang, Chang, Kuo, Yang, & Chou, 2011). The ability to demonstrate sound clinical judgment is an essential skill for all nurses but especially in developing countries whose healthcare services are nurse led as these nurses are often the sole providers of healthcare in remote areas. It is therefore imperative that nurse educators use teaching and learning methods that develop the thinking processes and ability to demonstrate sound clinical judgment. The aim of this presentation is to describe a systematic literature review on teaching and learning methods that develops clinical judgment competence in students in health sciences. Methods: The steps of a systematic review process was used. Twenty two data bases were searched for relevant articles. Collaborative researchers screened the abstracts and eliminated a large number based on the inclusion and exclusion criteria. Eighty one full length articles were selected according to the inclusion and exclusion criteria. The collaborative researchers critically appraised 7 articles according to the CASP appraisal tool. Based on the appraisal of the articles only four articles were used for data extraction. Results: Web-based, case-based and simulation-based educational strategies improved clinical judgment without alliance with another educational strategy when they adhered to the design principles of authenticity active student engagement interactive learning cooperating learning, learner-focusses education and scaffolding Sequencing of learning opportunities that fist simulate cognitive thinking and thereafter afford the students the opportunity to practice psychomotor skills support integration of theory and practice and promotes development of clinical judgment' Conclusion: No conclusion was reached regarding the research question as only four primary studies were found.' Further research is needed to answer the research question. The implication for nursing education practice is that these preliminary findings provide clear guidance on the elements that educators should adhere to when designing nursing programmes.en
dc.subjectclinical judgmenten
dc.subjectteaching methodsen
dc.subjectsystematic reviewen
dc.date.available2016-07-13T11:02:29Z-
dc.date.issued2016-07-13-
dc.date.issued2016-07-13en
dc.date.accessioned2016-07-13T11:02:29Z-
dc.conference.date2016en
dc.conference.name27th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationCape Town, South Africaen
dc.descriptionTheme: Leading Global Research: Advancing Practice, Advocacy, and Policyen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.