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Do prelicensure nursing students' backgrounds impact what they notice and interpret about patients?

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dc.contributor.authorLasater, K.
dc.contributor.authorHolloway, K.
dc.contributor.authorLapkin, S.
dc.contributor.authorKelly, M.
dc.contributor.authorMcGrath, B.
dc.contributor.authorNielsen, A.
dc.contributor.authorStoyles, S.
dc.contributor.authorDieckmann, N.F.
dc.contributor.authorCampbell, M.
dc.date.issued2019
dc.description.abstractBackground: Academic educators are challenged to foster the development of clinical judgment in diverse learners. The impact of nursing students' backgrounds on clinical judgment has not previously been studied. Aims: 1. Determine what identifiable background variables influence what students notice and how they interpret what is noticed; 2. Identify some implications for pedagogical approaches that may foster clinical judgment development among diverse learners. Sample: Prelicensure/preregistration students, representing three international English-speaking programs in 3 countries, comprised the sample (N = 532). All were enrolled in the first course in which perioperative content was taught. Data collection: An online learning activity was designed to elicit responses to a simulated case study of an expert nurse role model caring for an older adult patient experiencing delirium several days post-operatively. Data analysis: Dyads of coders did three rounds of coding. Logistic and multinomial logistic regression models used background variables to look for patterns in student responses. Findings: The data strongly suggest that background variables impact clinical judgment, however, not in interpretable patterns. Conclusion: Nurse educators must acknowledge that prelicensure students' backgrounds impact their clinical judgment and assist them to learn to think like nurses.
dc.identifier.citationNurse Education Today, 2019; 78:37-43
dc.identifier.doi10.1016/j.nedt.2019.03.013
dc.identifier.issn0260-6917
dc.identifier.issn1532-2793
dc.identifier.urihttps://hdl.handle.net/11541.2/29597
dc.language.isoen
dc.publisherElsevier
dc.relation.fundingOregon Health & Science University Innovation Grant
dc.rightsCopyright 2019 Elsevier Ltd.
dc.source.urihttps://doi.org/10.1016/j.nedt.2019.03.013
dc.subjectnew graduate nurse
dc.subjectclinical judgment
dc.subjectsimulation
dc.subjectlearning activity
dc.titleDo prelicensure nursing students' backgrounds impact what they notice and interpret about patients?
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9916651684301831

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