Dual application of interactive whiteboard technology to develop students’ clinical judgment skills

Abstract

BackgroundNew graduate registered nurses are entering clinical practice with deficient clinical judgment skills. MethodsA convergent parallel mixed-methods design was used to describe and evaluate interactive whiteboard technology (IWB) as a method for development of students’ clinical judgment skills. ResultsDual application of IWB technology facilitated dynamic, interactive learning in the classroom and simulation laboratory and provided multiple opportunities for students to practice and hone critical thinking and clinical judgment skills. ConclusionThe novelty of this study lies in the unique procedures and methods used in the implementation of IWB technology to develop students’ clinical judgment skills. The culmination of data indicates IWB technology promotes clinical judgment skills by providing a visual platform for the early identification of patterns and cues, facilitating team communication and collaborative decision-making. Future quantitative research is needed to examine the effects of IWB technology on clinical judgment to develop generalizable evidence for nursing education.