New Graduate Nurse Experiences in Clinical Judgment: What Academic and Practice Educators Need to Know

Janet Lusk Monagle, Kathie Lasater, Sydnee Stoyles, Nathan Dieckmann

Research output: Contribution to journalArticlepeer-review

41 Scopus citations

Abstract

AIM The aim of the study was to determine if use of a structured reflection exercise using a clinical judgment framework would result in more practice-ready new graduate nurses (NGNs). BACKGROUND Clinical judgment is a critical skill for all nurses, yet it is identified as a deficit in NGNs. METHOD Seventy-four NGNs in two groups participated in this mixed-methods study in their first year in practice. Scores from two quantitative measures were collected for all participants. The Lasater Clinical Judgment Rubric framed the structured intervention. RESULTS Although the quantitative data showed no significant differences between the groups, use of the reflection exercise indicated a positive impact on NGNs. Qualitative data revealed four themes that present challenges for preparation of NGNs: enhancing communication, finding interprofessional support, responding to complexity of care, and appreciating the role of the nurse. CONCLUSION Implications provide guidance for academic and practice educators to smooth the transition into practice.

Original languageEnglish (US)
Pages (from-to)201-207
Number of pages7
JournalNursing education perspectives
Volume39
Issue number4
DOIs
StatePublished - Jul 1 2018

Keywords

  • Clinical Judgment
  • New Graduate Nurses
  • Reflection
  • Workplace Culture

ASJC Scopus subject areas

  • General Nursing
  • Education

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