Abstract
This aim is to clarify thinking process of nursing students’ clinical judgment, i.e., how nursing students act and think and what influences this thinking process of identifying approaches necessary for the children under their care in pediatric nursing practicum. By the analysis of M-GTA, students concurrently performed “A: Analytically contemplating the state of this child’s body” and “B: Contextually contemplating this child’s individuality”. As a result, they acquired “C: Understandingof this child as a familiar existence.” This allows students to enable them to “D: Identify the necessary approach using judgment criteria for this child.” Furthermore, as situations that promote thinking by relating to all processes of thinking, students experienced “E: Attempts to solve problems through various measures” and “F: Encouragement of thinking through reflection.” Meanwhile, “G: Stagnation of thinking because of concerning matters” inhibited the progress of thinking. We found a need for education after grasping the process of student thought.
Highlights
Developing the ability for clinical judgment, i.e., the identification of the approach is needed for the situation of a care recipient according to proper clinical reasoning, is an important task in basic nursing education
Clinical instructors play a large role in this training. In her 2014 paper titled “Systematic Review of Clinical Judgment and Reasoning in Nursing,” Cappelletti writes, “By improving ways to teach the development of these processes in both nursing students and practicing nurses, nurses can learn to balance intuitive and evidence-based thinking to make moral and effective clinical decisions.”
The participants in this study were third-year students who had completed pediatric nursing practicum at universities of four-year nursing curriculum in Japan that agreed to cooperate in the study
Summary
Developing the ability for clinical judgment, i.e., the identification of the approach is needed for the situation of a care recipient according to proper clinical reasoning, is an important task in basic nursing education. Clinical instructors play a large role in this training In her 2014 paper titled “Systematic Review of Clinical Judgment and Reasoning in Nursing,” Cappelletti writes, “By improving ways to teach the development of these processes (clinical judgments and reasoning) in both nursing students and practicing nurses, nurses can learn to balance intuitive and evidence-based thinking to make moral and effective clinical decisions.”. She suggests that in this field of study, research is underway into the nature and methods of teaching of this skill [1]. The reasons for choosing pediatric nursing as the study topic in this paper was the expertise of the researchers in this field, as well as the nature of this field as one in which students face difficulty and require knowledge-based thinking because of their inexperience in understanding the children under their care
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
