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The project is designed as a mixed method comparison quality improvement initiative using INACSL Standards of Best Practice and the NLN/Jeffries Simulation Framework, with knowledge measured via a pre/post-test approach. A Tanner’s Clinical Judgment model and a Lasatar CJ rubric assess critical decision-making points, followed by analysis of results and implications for curriculum change.",{"@graph":69,"@context":121},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-the-clinical-judgment-of-the-student-nurse-evidence-based-practice-simulation-program/318995/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-the-clinical-judgment-of-the-student-nurse-evidence-based-practice-simulation-program/318995.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,113,117],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this evidence-based practice project?","Question",{"text":66,"@type":112},"Answer",{"name":114,"@type":110,"acceptedAnswer":115},"What frameworks guided the simulation implementation?",{"text":116,"@type":112},"The simulation was inconsistent with research expectations because variables did not show a positive difference between baseline and post-intervention scores, suggesting issues with processes such as simulation design, instructors/facilitators, and debriefing, as well as student factors.",{"name":118,"@type":110,"acceptedAnswer":119},"What were key implications for nursing education curricula?",{"text":120,"@type":112},"The results indicate students may be unprepared to apply knowledge, reinforcing the need for pedagogical changes. The project calls for incorporating a clinical judgment model throughout nursing education and teaching strategies that promote knowledge application to strengthen clinical judgment.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},318995,1790140343,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":81,"preview_page_count":4},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Enhancing the Clinical Judgment of the  \nStudent Nurse  \nRobin Glaza, DNP(c), MSN, BSN, RN, NPD-BC  \nLourdes University College of Nursing  \n\n| Introduction Clinical Judgment (CJ)\u003Cbr>• Essential component of professional nursing practice\u003Cbr>• Has a direct impact on patient outcomes (Benner, Sutphen, Leonard, & Day, 2010; Kavanaugh & Szweda, 2017)\u003Cbr>\u003Cbr>Background\u003Cbr>Nursing Education is challenged to effectively prepare students for clinical practice and develop teaching strategies that promote CJ\u003Cbr>• In the face of current healthcare, there is limited clinical time available to encounter experiences needed to develop essential skills to make reliable clinical judgments\u003Cbr>• Students need more opportunity to cultivate decision-making skills to aid their transition to the role of a nurse\u003Cbr>• Simulation has been integrated in nursing curricula to replicate clinical experiencesand connect theory to practice\u003Cbr>• It is important to explore the most effective methods of educating future nurses’ to produce competent and safe graduates to improve patient outcomes.\u003Cbr>Significance\u003Cbr>• New graduate nurses are not prepared to transition to role of professional nurse\u003Cbr>• Only 23% of new nurses meet entry-level expectations (Kavanagh and Szweda, 2017)\u003Cbr>• 65% of errors could be prevented if nurses had the skills to make appropriate decisions\u003Cbr>• “Failure to Rescue”, is directly related with anew nurse’s lack of knowledge or inexperience (Garvey, 2015) . |  | Methods\u003Cbr>􀁸 The study is designed as a Mixed Method Comparison Quality Improvement Project\u003Cbr>􀁸 Implementation of simulation according to INASCL Standards of Best Practice: Simulation SM\u003Cbr>􀁸 Guided by the NLN/Jeffries Simulation Framework\u003Cbr>􀁸 Measurement of knowledge obtained through a pre/post-test design\u003Cbr>􀁸 Incorporation of Tanner’s CJ Model (2006)\u003Cbr>􀁸 Lasatar CJ rubric to assess critical decisionmaking points\u003Cbr>NLN/Jeffries Simulation Framework\u003Cbr>Tanner’s CJ Model\u003Cbr>Purpose\u003Cbr>Design a program to enhance the CJ ability of\u003Cbr>undergraduate nursing students\u003Cbr>• This evidence-based practice project examined best practice recommendations for the incorporation of simulation activities into the nursing curriculum, to enhance the clinical judgement ability of the student nurse, in order to ultimately improve patient outcomes by preventing failure to rescue |  | \u003Cbr>Results\u003Cbr>\u003Cbr>•Inconsistent with research, as variables did not reflect a positive difference between baseline and postintervention scores\u003Cbr>•Potential rationales for the lack of improvement in the post-simulation scores:\u003Cbr>•Processes (Sim design, instructors/facilitators, debriefing)\u003Cbr>•All involved need a clear understanding of simulation pedagogy\u003Cbr>•Consistent incorporation of best practice standards to minimize inconsistencies among educators\u003Cbr>•Students can leave sim experience confused, questioning knowledge\u003Cbr>•Student factors (less effort, did not count towards grade)\u003Cbr>The results support that students are unprepared to  apply their knowledge\u003Cbr>•Reinforces need for pedagogical changes to focus on\u003Cbr>application of knowledge, as\u003Cbr>successful test-taking does not determine competency\u003Cbr>Implications/Discussion\u003Cbr>•This evidence-based project provided valuable insight on simulation implementation processes to cultivate desired outcomes.\u003Cbr>•Identified need for a process change to incorporate a CJ model throughout nursing education curricula.\u003Cbr>Implications: further incorporate teaching strategies into curricula that  promote application of knowledge to enhance the CJ ability of student nurses.\u003Cbr>References\u003Cbr>1) Benner, P., Sutphen, M., Leonard, V., &Day, L. (2010). Educating nurses: A call for radical transformation. San Francisco, CA: Jossey-Bass.\u003Cbr>2) Garvey, P. K. (2015) . CNE SERIES. Failure to Rescue: The Nurse’s Impact. MEDSURG Nursing, 24(3), 145–149.\u003Cbr>3) INACSL Standards Committee (2017, December) . INASCL Standards of Best Practice: SimulationSM: Operations. Clinical Simulation in ","cbCaifHCu8LyuMwF","https://ap.wps.com/l/cbCaifHCu8LyuMwF","pdf",807227,"English","# Introduction\n## Clinical Judgment (CJ)\n# Background\n# Significance\n# Methods\n## NLN/Jeffries Simulation Framework\n## Tanner’s CJ Model\n# Results\n# Implications/Discussion\n# References","[{\"question\":\"What is the purpose of this evidence-based practice project?\",\"answer\":\"\"},{\"question\":\"What frameworks guided the simulation implementation?\",\"answer\":\"The simulation was inconsistent with research expectations because variables did not show a positive difference between baseline and post-intervention scores, suggesting issues with processes such as simulation design, instructors/facilitators, and debriefing, as well as student factors.\"},{\"question\":\"What were key implications for nursing education curricula?\",\"answer\":\"The results indicate students may be unprepared to apply knowledge, reinforcing the need for pedagogical changes. The project calls for incorporating a clinical judgment model throughout nursing education and teaching strategies that promote knowledge application to strengthen clinical judgment.\"}]","Enhancing the Clinical Judgment of the Student Nurse - Evidence-Based Practice Simulation Program | PDF",1789941616]