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Nursing students’ development, transfer and assessment of professional competence and clinical judgment skills: A quantitative study
Background: Nurses with professional competence and clinical judgment skills are important to achieve person-centred healthcare and patient safety in healthcare services. Professional competence and clinical judgment skills are therefore desirable learning outcomes in nursing education. Simulation-b...
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Format: | Dissertation |
Language: | English |
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Online Access: | Request full text |
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Summary: | Background:
Nurses with professional competence and clinical judgment skills are important to achieve person-centred healthcare and patient safety in healthcare services. Professional competence and clinical judgment skills are therefore desirable learning outcomes in nursing education. Simulation-based education and clinical placement are used as pedagogical approaches in the simulation setting and clinical setting to accomplish this. Debriefing is an important component of simulation-based education. Research on the effectiveness of debriefing methods is limited although it is recognized as important for students’ learning. Nursing students’ development of professional competence and clinical judgment skills in a longitudinal perspective across learning arenas is of interest to understand the learning progression. Research addressing this is limited. Nursing students’ find it challenging to transfer learning from the simulation setting to the more complex and unpredictable situations in the clinical setting. There is lack of research investigating nursing students’ transfer of professional competence and clinical judgment skills from the simulation setting to the clinical setting. Assessment of nursing students’ professional competence and clinical judgment skills can be used in the simulation and clinical settings to promote learning, evaluate learning outcomes, or conduct research. More research is needed investigating students’ self-assessment of clinical judgment skills in different learning arenas.
Aim:
The overall aim of this PhD project was: 1) to develop knowledge concerning nursing students’ development and assessment of professional competence and clinical judgment skills in the simulation setting and the clinical setting, and 2) to develop knowledge concerning nursing students’ transfer of professional competence and clinical judgment skills from the simulation setting to the clinical setting.
Methods:
The aims were addressed through a quasi-experimental study (Paper I), a longitudinal study (Paper II), and a comparative study (Paper III). The quasi-experimental study was conducted to investigate the effect of the PEARLS debriefing on nursing students’ professional competence and clinical judgment skills when compared to a standard debriefing. Data was obtained from two groups of nursing students (N=106) through self-reporting questionnaires consisting of the instruments NPC Scale-SF and LCJR-N. Data was collected at three timepoints: pre-test |
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