Clinical Instructors’ Perception of Engaging and Assessing Nursing Students’ Clinical Judgment Using Evidenced-Based Tools
DOI:
https://doi.org/10.20849/ijsn.v11i2.1559Keywords:
clinical judgment evidence-based tools, clinical instructors, nursing students, NCSBN Clinical Judgment Measurement Model, Lasater’s Clinical Judgment RubricAbstract
Introduction
The study aimed to determine whether clinical instructors perceived using evidence-based tools enhanced engaging and assessing nursing students’ clinical judgment competencies in the clinical setting.
Background
The traditional approach to educating nursing students is proving to be ineffective in preparing entry-level nurses for today’s complex healthcare demands. Nursing regulatory bodies, healthcare agencies, and safety organizations have advocated that students need increased emphasis on clinical judgment experiences to deliver safe care. Unfortunately, academia as an entity has not consistently prepared new graduates with increased competency-based clinical judgment.
Method
Perceived engagement and assessment methods utilized by clinical instructors were compared with post perceptions after utilizing evidence-based clinical judgment tools with students over 12 weeks. The NCSBN Clinical Judgement Measurement Model (NCJMM) tool was used to engage students in clinical judgment with patient rounding, post conferences and case studies. Lasater’s Clinical Judgement Rubric (LCJR) tool was utilized to evaluate nursing students’ clinical judgment competencies.
Results
The pre and post survey analysis determined the NCJMM tool (z = -3.42, p = <.001) and LCJR tool (z = -2.687, p = .007) demonstrated a statistically significant improvement in the clinical instructors’ perception of their ability to engage and assess students’ clinical judgment competencies.
Conclusion
The use of both tools is worth considering as strategies to support clinical instructors in targeting clinical judgment as a priority. Participants indicated benefit using the NCJMM tool in enhancing their ability to engage students with clinical judgment concepts. Similarly, the LCJR tool demonstrated positive results and feedback in assisting instructors by assessing student competencies in a consistent and behavior-based manner.
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Copyright (c) 2026 Tara J. Reed (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
© International Journal of Studies in Nursing. The copyright for all articles published in this journal is retained by the authors. All articles are published under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). This license permits use, distribution, and reproduction in any medium for non-commercial purposes only, provided the original work is properly cited.
