Aim: This study examined US prelicensure nursing program use of clinical judgment models and teaching strategies to promote students' clinical judgment.
Background: Growing interest in teaching clinical judgment associated with upcoming changes in NCLEX-RN testing warrants exploration of how models and teaching strategies are currently used.
Method: A cross-sectional survey with multiple-choice and open-ended response items was used to examine programs' use of clinical judgment educational models.
Results: Of 234 participants (9 percent response rate), 27 percent reported using a model; 51 percent intended and 20 percent did not intend to start using a model. Tanner's clinical judgment model was the most used, followed by the clinical reasoning cycle. Models were used to inform design of teaching/learning strategies and facilitate clinical teaching and evaluation.
Conclusion: Clinical judgment model use may increase as programs prepare for changes in NCLEX-RN. Research is needed to understand how model use contributes to measurable differences in clinical judgment skill.
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