The Long-Term Transferability of Clinical Judgment Via In-Class Simulations to Nursing Practice: A Qualitative Descriptive Study

Abstract

BackgroundThe transferability of clinical judgment developed through in-class simulations to clinical practice is understudied. MethodsThis qualitative descriptive study utilized semi-structured interviews to determine to what extent new-to-practice nurses transfer active learning that occurred during observation of in-class simulations during their traditional pre-licensure nursing program to their nursing practice three years later. ResultsThree major themes emerged: cue recognition through visual recall, increased confidence in decision-making, and new cognitive frameworks for nursing practice. ConclusionUsing in-class simulations may improve transferability of clinical judgment through contextualizing student learning and promoting long-term retention as learners transition to practice.