The educational preparation of nurses fails to meet the demands of nursing service. The purpose of the qualitative, multiple-case study design was to understand the influence of the nursing curriculum on development of clinical judgment abilities. Data collection and analysis process, that was guided by Tanner's (2006) clinical judgment dimensions, targeted the curriculum documents of three baccalaureate nursing programs in the country of Lebanon and interviews with 20 preceptors. Preceptors' responses were analyzed using NVivo 8 qualitative software, whereas the curriculum data was analyzed using content analysis. The analysis assisted in identifying patterns and subthemes for each dimension, and in pointing out strengths and weaknesses in the judgment ability of nursing graduates. Tanner's (2006) four clinical judgment dimensions acted as core themes in the current study and included: (a) noticing, (b) interpreting, (c) responding, and (d) reflecting. Among the five noticing skills, observing and using practical knowledge were highly emphasized in the curriculum of the three programs, yet the preceptors perceived the graduates with weaknesses in the five skills. For interpreting, a congruency was noted between emphasis of the skills in the curriculum and perceived strengths. Responding had nine skills, and the respondents' perceptions were contingent on the emphasis of the skills in the curriculum. The dimension of reflecting was least emphasized in the three programs, and was the highest with perceived weaknesses. The nursing discipline and educational leaders may benefit from the study since the means to transform the curriculum and strategies to integrate clinical judgment skills are provided.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-B 72/02, Dissertation Abstracts International|
|Subjects:||Nursing, Health education|
|Keywords:||Clinical judgment, Nursing curriculum|
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