Nursing students' self-assessment of their simulation experiences

Mary L. Cato, Kathie Lasater, Alycia Peeples Isabella

Research output: Contribution to journalArticlepeer-review

60 Scopus citations


This article describes a self-evaluation and feedback strategy used by nursing students and simulation faculty in a junior-level adult acute care : course. Simulations are developed and implemented with the intention of furthering students' clinical judgment skills. A clinical judgment rubric, based on the Tanner Model of Clinical Judgment, is used as a self-assessment tool.The rubric describes the development of clinical judgment over four levels and is scored by students as they reflect on their practice. In addition to using the rubric's descriptors to rate themselves (Beginning, Developing, Accomplished, and Exemplary), the students apply an evidence-based process, citing simulation examples of their clinical thinking as support for their ratings. Simulation faculty respond to the postings, affirming students' observations or helping them experience a different perspective, and offer help to move toward the next stage of cljnical judgment development The postings offer clinical faculty insight into clinical judgment processes observed in the practicum settings.

Original languageEnglish (US)
Pages (from-to)105-108
Number of pages4
JournalNursing education perspectives
Issue number2
StatePublished - Mar 2009


  • Clinical judgment rubric
  • Clinical learning
  • Self-assessment
  • Simulation

ASJC Scopus subject areas

  • General Nursing
  • Education


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