lasater clinical judgment rubric

Video recordings of the simulations were faculty scored for clinical judgment. Mixed-methods, Quantitative, experimental, pre/posttest. For the dimension calm or confident manner, students were asked to rate themselves on a 10-point Likert scale, with 10 being the highest score. Thinking like a nurse: A research-based model of clinical judgment in nursing. Clinical reasoning involves information processes from intuitive and deductive methods and is considered critical thinking in the clinical environment. To develop clinical judgment, students must have opportunities to directly practice what they have learned. However, Coram (2016) postulated that the nonsignificant results in her study could have been related to inadequate training of students in how to use the instrument. Thabane, L., Ma, J., Chu, R., Cheng, J., Ismaila, A., Rios, L. P., Robson, R., Thabane, M., Giangregorio, L. & Goldsmith, C. H. (2010). Interrater reliability, reported as percent agreement, was variable among the six reporting research teams (Coram, 2016; Gubrud-Howe, 2008; Kulju, 2013; Mann, 2010; McMahon, 2013; Rodriguez, 2014; Yuan et al., 2014). The LCJR was originally developed to directly observe and evaluate individual students' ability to make a clinical judgment in a single clinical situation (Lasater, 2007b). Kubin, L. & Wilson, C. E. (2017). 3519868) [Doctoral dissertation, University of the Pacific]. Assessing new graduate nurse performance. Furthermore, raters should have adequate time to focus on each rating and to practice using the LCJR. Lasater, K., Johnson, E. A., Ravert, P. & Rink, D. (2014). Lasater, K. (2007a). Clinical judgment is critical to excellent patient care decisions and outcomes. There is also a … However, designing educational interventions to improve clinical judgment also requires understanding implementation considerations of the LCJR that could influence study results. Students randomly assigned to either control or intervention group to prepare for the HFS experience. Journal of Nursing Education, 46, 496-503. has been cited by the following article: TITLE: Where Is the Grade Coming from? Tanner, C. A. ; 2014, Tanner, 2006). Results of this review indicate that the LCJR can be used to evaluate clinical judgment, but educators need to consider inter- and intrarater reliability, individual versus group evaluation, clinical judgment scenarios, and adapting the rubric for nondirect observation activities. Lasater’s clinical judgment rubric (LCJR), based on Tanner’s (2006) clinical judgment model was the only published tool found for assessing nurses’ clinical judgment. Curricular infusion of teaching pedagogies that promote development of clinical judgment should be theoretically based. The Lasater Clinical Judgment Rubric, a validated, evidence-based clinical judgment rubric, is described as a tool that offers a common language for students, nurse educators, and preceptors and a trajectory for students' clinical judgment development. To determine the ability of the adapted instrument to collect quality data, pilot studies should be planned before study data are collected (Thabane et al., 2010). A., Hawkins, K. S., Parsons, M. E. & Hercinger, M. (2008). Blum et al. Based on the Tanner's (2006) Clinical Judgment Model, the Lasater (2007b) Rubric of Clinical Judgment, and Bloom's (1956) Taxonomy of Learning, the following definition of the concept of debriefing with ap-plication to clinical judgment is presented: simulation debriefing is a structured and guided reflection process through which students ac- Thus, when evaluating clinical judgment to assess end-of-program outcomes, the Reflecting domain should be included. Empirically test and compare the clinical judgment of students who participated in structured debriefing sessions using Debriefing of Meaningful Learning (DML) and of students who received unstructured debriefing.

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