Abstract
There is a gap in evidence for effective clinical teaching strategies to promote nursing students' development of clinical judgment (CJ). This study examined the effect of active learning strategies (ALSs) during clinical postconference sessions on the CJ of undergraduate nursing students. This quasi-experimental study of ALSs or standard postconferences used the Lasater Clinical Judgment Rubric (LCJR) to rate CJ at 3 time points. All faculty members and students were trained on use of the LCJR. Ratings were done by both faculty and students. All ratings of CJ improved over time ( P < .001). Ratings of CJ varied between the control and intervention groups. The findings of this study contribute to knowledge regarding the effectiveness of clinical teaching strategies for CJ and preparation for entry to nursing practice.
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