The Effect of the Developing Nurses’ Thinking Model on Clinical Judgment in Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/621206
Category:
Full-text
Format:
Text-based Document
Type:
DNP Capstone Project
Level of Evidence:
Quasi-Experimental Study, Other
Research Approach:
Pilot/Exploratory Study
Title:
The Effect of the Developing Nurses’ Thinking Model on Clinical Judgment in Nursing Students
Author(s):
Douglass, Kristie
Additional Author Information:
Kristie Douglass, DNP
Advisors:
Miller, Cindy; Haynes, Angela; Johnston, Roxanne; Haynes, Twilla
Degree:
DNP
Degree Year:
2014
Grantor:
Gardner-Webb University
Abstract:

Critical thinking and clinical judgment are essential competencies for professional nursing practice. These abilities are used continually, enabling nurses to provide safe nursing care to increasingly complex patients in a variety of healthcare settings. The challenge that faces baccalaureate nursing programs as they prepare nursing students to function competently upon graduation, is how best to facilitate the development of these skills in our students. The purpose of this capstone project was to test the effect of the middle range theory of the Developing Nurses’ Thinking (DNT) Model on clinical judgment in nursing students. Tanner’s Clinical Judgment Model formed the conceptual framework for this project. An experimental, pretest/posttest study was conducted using a convenience sample of 44 senior students at one southeastern baccalaureate nursing program. Two clinical groups received the intervention in post conferences, while three groups served as the control group. Student clinical judgment was measured in high fidelity patient simulation, using the Lasater Clinical Judgment Rubric. Paired t-tests evaluated the differences between clinical judgment scores and an independent t-test was utilized to evaluate the difference between groups. Both groups showed statistically significant improvements on the posttest, but there was no statistically significant difference between groups. Therefore, the findings of this study did not support the use of the DNT Model to facilitate the development of clinical judgment in nursing students. However, small sample size and inadequate exposure to the intervention were likely contributors to these outcomes.

Keywords:
Clinical Judgement; Developing Nurses’ Thinking Model; Nursing Student Education; Simulation
CINAHL Headings:
Critical Thinking; Critical Thinking--Education; Education, Clinical; Education, Competency-Based; Education, Nursing, Baccalaureate; Decision Making, Clinical; Judgment; Models, Theoretical; Students, Nursing, Baccalaureate; Simulations; Skill Acquisition
Description:
This capstone paper has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3642205; ProQuest document ID: 1629825816. The author still retains copyright.
Note:
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Repository Posting Date:
2017-02-14T20:17:08Z
Date of Publication:
2017-02-14

Full metadata record

DC FieldValue Language
dc.contributor.advisorMiller, Cindyen
dc.contributor.advisorHaynes, Angelaen
dc.contributor.advisorJohnston, Roxanneen
dc.contributor.advisorHaynes, Twillaen
dc.contributor.authorDouglass, Kristieen
dc.date.accessioned2017-02-14T20:17:08Z-
dc.date.available2017-02-14T20:17:08Z-
dc.date.issued2017-02-14-
dc.identifier.isbn9781321288872-
dc.identifier.urihttp://hdl.handle.net/10755/621206-
dc.descriptionThis capstone paper has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3642205; ProQuest document ID: 1629825816. The author still retains copyright.en
dc.description.abstract<p>Critical thinking and clinical judgment are essential competencies for professional nursing practice. These abilities are used continually, enabling nurses to provide safe nursing care to increasingly complex patients in a variety of healthcare settings. The challenge that faces baccalaureate nursing programs as they prepare nursing students to function competently upon graduation, is how best to facilitate the development of these skills in our students. The purpose of this capstone project was to test the effect of the middle range theory of the Developing Nurses’ Thinking (DNT) Model on clinical judgment in nursing students. Tanner’s Clinical Judgment Model formed the conceptual framework for this project. An experimental, pretest/posttest study was conducted using a convenience sample of 44 senior students at one southeastern baccalaureate nursing program. Two clinical groups received the intervention in post conferences, while three groups served as the control group. Student clinical judgment was measured in high fidelity patient simulation, using the Lasater Clinical Judgment Rubric. Paired t-tests evaluated the differences between clinical judgment scores and an independent t-test was utilized to evaluate the difference between groups. Both groups showed statistically significant improvements on the posttest, but there was no statistically significant difference between groups. Therefore, the findings of this study did not support the use of the DNT Model to facilitate the development of clinical judgment in nursing students. However, small sample size and inadequate exposure to the intervention were likely contributors to these outcomes.</p>en
dc.formatText-based Documenten
dc.language.isoen_USen
dc.subjectClinical Judgementen
dc.subjectDeveloping Nurses’ Thinking Modelen
dc.subjectNursing Student Educationen
dc.subjectSimulationen
dc.titleThe Effect of the Developing Nurses’ Thinking Model on Clinical Judgment in Nursing Studentsen_US
dc.typeDNP Capstone Projecten
thesis.degree.grantorGardner-Webb Universityen
thesis.degree.levelDNPen
dc.description.noteThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.en
dc.primary-author.detailsKristie Douglass, DNPen
thesis.degree.year2014en
dc.type.categoryFull-texten
dc.evidence.levelQuasi-Experimental Study, Otheren
dc.research.approachPilot/Exploratory Studyen
dc.subject.cinahlCritical Thinkingen
dc.subject.cinahlCritical Thinking--Educationen
dc.subject.cinahlEducation, Clinicalen
dc.subject.cinahlEducation, Competency-Baseden
dc.subject.cinahlEducation, Nursing, Baccalaureateen
dc.subject.cinahlDecision Making, Clinicalen
dc.subject.cinahlJudgmenten
dc.subject.cinahlModels, Theoreticalen
dc.subject.cinahlStudents, Nursing, Baccalaureateen
dc.subject.cinahlSimulationsen
dc.subject.cinahlSkill Acquisitionen
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