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Teaching Clinical Judgment

Teaching Clinical Judgment Chapter 7 CONTENTS Processes of Clinical Judgment Descriptive Theories Development of Expertise Measures of Clinical Judgment Instructional Methods Correlates of CIinical Judgment Performance Issues and Assumptions Future Research Directions Nurse educators have assigned substantial importance to the teaching of clinical judgment. Objectives for student learning in relation to components of the nursing process are set forth in virtually every undergraduate nursing curriculum (Santora, 1980). National League for Nursing Criteria for the Evaluation of Baccalaureate and Higher Degm Progmms in Nursing (1983) include specific criteria for incor- porating clinical decision making and the nursing process into the undergraduate curriculum. In a recent Delphi survey of research priorities in nursing education, strategies for teaching clinical problem solving were identified as the second highest priority topic of 63 listed The author gratefully acknowledges the assistance of the following individuals: Karen Padriuk, Donnajo Putrier, and Una E. Westfall, co-investigators on the research project "Diagnostic Reasoning in Nursing: An Analysis of Cognitive Strategies," who contributed in many ways to the ideas in this chapter; Ivo Abraham. Doris Carnwali, Sheila Corcoran, and William Holzerner, who provided valuable suggestions on earlier versions of this chap- ter. 154 RESEARCH ON NURSING EDUCATION (Tanner & Lindeman, in press). http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annual Review of Nursing Research Springer Publishing

Teaching Clinical Judgment

Annual Review of Nursing Research , Volume 5 (1): 21 – Sep 1, 1987

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References (67)

Publisher
Springer Publishing
ISSN
0739-6686
eISSN
1944-4028
DOI
10.1891/0739-6686.5.1.153
Publisher site
See Article on Publisher Site

Abstract

Chapter 7 CONTENTS Processes of Clinical Judgment Descriptive Theories Development of Expertise Measures of Clinical Judgment Instructional Methods Correlates of CIinical Judgment Performance Issues and Assumptions Future Research Directions Nurse educators have assigned substantial importance to the teaching of clinical judgment. Objectives for student learning in relation to components of the nursing process are set forth in virtually every undergraduate nursing curriculum (Santora, 1980). National League for Nursing Criteria for the Evaluation of Baccalaureate and Higher Degm Progmms in Nursing (1983) include specific criteria for incor- porating clinical decision making and the nursing process into the undergraduate curriculum. In a recent Delphi survey of research priorities in nursing education, strategies for teaching clinical problem solving were identified as the second highest priority topic of 63 listed The author gratefully acknowledges the assistance of the following individuals: Karen Padriuk, Donnajo Putrier, and Una E. Westfall, co-investigators on the research project "Diagnostic Reasoning in Nursing: An Analysis of Cognitive Strategies," who contributed in many ways to the ideas in this chapter; Ivo Abraham. Doris Carnwali, Sheila Corcoran, and William Holzerner, who provided valuable suggestions on earlier versions of this chap- ter. 154 RESEARCH ON NURSING EDUCATION (Tanner & Lindeman, in press).

Journal

Annual Review of Nursing ResearchSpringer Publishing

Published: Sep 1, 1987

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