Abstract
Clinical decision making and critical thinking are fundamental skills to ensuring the success of undergraduate nursing students. Nursing faculty, and specifically clinical nursing faculty, are responsible for encouraging the development of these types of skills as students work in direct patient care. Traditional methods of clinical evaluation include lengthy case studies, concept mapping, and discussion board participation. While these methods have been in effect for some time, clinical short paper assignments are a fresh, innovative way to challenge students as they refine their critical thinking and clinical decision making abilities. No statistically significant difference was found between the perceived level of clinical decision making before and after the implementation of short written assignments; however, the overall mean score of clinical decision making abilities did increase following the implementation of clinical short papers.
Sigma Membership
Phi Upsilon
Type
Thesis
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Clinical Decision Making, Clinical Nursing Education, Short Written Assignments, Clinical Decision Making in Nursing Scale (CDMNS)
Advisor
Tracy D. Arnold
Degree
Master's
Degree Grantor
Gardner-Webb University
Degree Year
2016
Recommended Citation
Hayes, Tara R., "The impact of short papers on clinical decision making skills of nursing students" (2021). Theses. 15.
https://www.sigmarepository.org/theses/15
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-10-06
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10248821; ProQuest document ID: 1875195297. The author still retains copyright.