Evaluating a Shared Reflective Practice to Develop Nursing Student Clinical Judgment

Abstract

Background: Self-reflection is a valuable method that nurse educators can use to develop clinical judgment skills among prelicensure nursing students. Little research exists on improving clinical judgment in second-degree nursing students in the clinical setting. Purpose: To determine the implications of increasing clinical judgment skills in prelicensure nursing students using a shared structured reflection teaching innovation within a required baccalaureate clinical course. Methods: This educational innovation used qualitative descriptive methods to evaluate its effectiveness in the clinical setting among students in the final semester of an accelerated prelicensure nursing program. Results: Students reported increased accountability for their learning, a sense of intentionality with their nursing practice, and a deeper sense of community with their peers. Conclusions: Shared reflective practices in the clinical setting show promise for increasing clinical judgment and supporting a competency-based curriculum.