Journal article
Do prelicensure nursing students' backgrounds impact what they notice and interpret about patients?
Nurse education today, Vol.78, pp.37-43
07/2019
PMID: 31035101
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Source: InCites
Abstract
Background
Academic educators are challenged to foster the development of clinical judgment in diverse learners. The impact of nursing students' backgrounds on clinical judgment has not previously been studied.
Aims
1.
Determine what identifiable background variables influence what students notice and how they interpret what is noticed;
2.
Identify some implications for pedagogical approaches that may foster clinical judgment development among diverse learners.
Sample
Prelicensure/preregistration students, representing three international English-speaking programs in 3 countries, comprised the sample (N = 532). All were enrolled in the first course in which perioperative content was taught.
Data collection
An online learning activity was designed to elicit responses to a simulated case study of an expert nurse role model caring for an older adult patient experiencing delirium several days post-operatively.
Data analysis
Dyads of coders did three rounds of coding. Logistic and multinomial logistic regression models used background variables to look for patterns in student responses.
Findings
The data strongly suggest that background variables impact clinical judgment, however, not in interpretable patterns.
Conclusion
Nurse educators must acknowledge that prelicensure students' backgrounds impact their clinical judgment and assist them to learn to think like nurses.
Details
- Title
- Do prelicensure nursing students' backgrounds impact what they notice and interpret about patients?
- Creators
- Kathie Lasater - Oregon Health & Science UniversityKathy Holloway - Wellington HospitalSamuel Lapkin - University of WollongongMichelle Kelly - Curtin UniversityBelinda McGrath - School of Health, Whitireia Polytechic, Porirua, New ZealandAnn Nielsen - Oregon Health & Science UniversitySydnee Stoyles - Oregon Health & Science UniversityNathan F. Dieckmann - Oregon Health & Science UniversityMolly Campbell - Oregon Health & Science University
- Publication Details
- Nurse education today, Vol.78, pp.37-43
- Publisher
- Elsevier Ltd
- Identifiers
- 991013092521902368
- Copyright
- © 2019 Elsevier Ltd. All rights reserved.
- Academic Unit
- Faculty of Health
- Language
- English
- Resource Type
- Journal article