Other Titles
Critical Thinking and Simulation
Abstract
The purpose was to examine the impact of critical thinking (CT) upon clinical judgment (CJ) during pediatric medication administration. Objective Structured Clinical Evaluations (OSCE) with 160 pre-licensure baccalaureate senior-level nursing students. Nurse educators are now called to 'radically transform' teaching strategies from a focus on CT to CJ in order to bridge the education-practice gap. The problem of overlapping definitions of CT and CJ further confuses the direction of these teaching strategies.
Notes
These authors have a published manuscript based on this presentation. It may be found at Cazzell, M., & Anderson, M. (2016). The impact of critical thinking on clinical judgment during simulation with senior nursing students. Nursing Education Perspectives, 37(2), 83-90. doi:http://dx.doi.org/10.5480/15-1553
Sigma Membership
Delta Theta
Lead Author Affiliation
Cook Children's Medical Center, Fort Worth, Texas, USA
Type
Presentation-Oral Standard Event
Format Type
Text-based Document
Research Approach
N/A
Keywords:
Critical Thinking, Simulation, Clinical Reasoning
Recommended Citation
Cazzell, Mary A. and Anderson, Mindi, "The impact of critical thinking upon clinical judgment during simulation with senior nursing students" (2014). NERC (Nursing Education Research Conference). 8.
https://www.sigmarepository.org/nerc/2014/presentations_2014/8
Conference Name
Nursing Education Research Conference 2014
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Indianapolis, Indiana, USA
Conference Year
2014
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
The impact of critical thinking upon clinical judgment during simulation with senior nursing students
Indianapolis, Indiana, USA
The purpose was to examine the impact of critical thinking (CT) upon clinical judgment (CJ) during pediatric medication administration. Objective Structured Clinical Evaluations (OSCE) with 160 pre-licensure baccalaureate senior-level nursing students. Nurse educators are now called to 'radically transform' teaching strategies from a focus on CT to CJ in order to bridge the education-practice gap. The problem of overlapping definitions of CT and CJ further confuses the direction of these teaching strategies.
Description
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