An innovative approach to enhance students’ clinical judgment and clinical reasoning abilities

Abstract

Objective: This study used Fowler’s Model for developing nursing judgment to document an innovative approach to enhance students’ clinical reasoning and judgment by examining the impact of incorporating concept-based learning and concept mapping in a structured classroom alongside clinical activities.
Methods: The study employed a pretest-posttest design to collect data from a cohort of 40 junior students enrolled in adult care nursing courses at a private university in Jordan. Self-reporting and observing students’ clinical reasoning and judgment using a questionnaire and the Students’ Performance Aspects of Clinical Judgment Scale were employed.
Results: Enhancement in students’ general cclinical reasoning behavior, independence in clinical reasoning and clinical judgment, and clinical judgment abilities were evident.
Conclusions: This study provided a workable approach that will broaden academics’ understanding of the contextual factors that may impact students’ clinical reasoning and judgment abilities. It can also enhance deep learning and help desaturate the curriculum.