Abstract
Nurses' decision-making abilities and clinical judgment skills impact their patients' lives and are critical to their survival rates. Although new nurse graduates are expected to have these skills, they do not enter into their new practice with this ability. (Hart et al, 2013; Thompson, Aitken, Doran & Dowding, 2013; Bussard, 2014; Benner, Sutphen, Leonard, & Day, 2009). Reflective journaling is a teaching strategy identified to help students develop clinical judgment and decision-making skills and its practice have been associated with improved clinical decision making. (Lasater & Nielsen, 2009, Tanner, 2006; Wainwright et al, 2010; Goethals, deCasterle & Gastmans, 2012; Lavoie, Pepin & Boyer, 2013; Sedgwick, Grigg & Dersch, 2014; Endacott et al, 2012; Murphy, 2004, Bussard, 2014). Virtual simulation provides active learning to teach students the utilization of clinical judgment and decision-making and then allows them to reflect on their actions (Billings, 2009). A paucity of research exists linking self-reflection with clinical-decision making skills within a virtual simulation environment.
Sigma Membership
Phi Sigma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Nursing Students, Decision Making Abilities, Clinical Judgment Skills, Patient Care
Advisor
Teresa Moore
Second Advisor
Minerva Guttman
Third Advisor
Sylvia Colon Cabassa
Degree
DNP
Degree Grantor
Fairleigh Dickinson University
Degree Year
2015
Recommended Citation
Richards, Joan, "The relationship between self reflection and clinical decision making skills in undergraduate nursing students enrolled in a health assessment course" (2023). Dissertations. 1473.
https://www.sigmarepository.org/dissertations/1473
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-09-01
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3662742; ProQuest document ID: 1676468492. The author still retains copyright.