Akademik Veri Yönetim Sistemi
2.Uluslararası Hemşirelik Eğitiminin Geleceği Kongresi , Ankara, Türkiye, 18 - 19 Eylül 2025, ss.1-3, (Özet Bildiri)
Background and Aim: Clinical judgment is a cognitive process that is at the basis of
nursing practice and requires continuous development. Early evaluation of this
skill, the foundations of which are laid in undergraduate education, is
critical in terms of revealing the effectiveness of educational programs and
the developmental needs of students. This study aims to determine and evaluate
the clinical decision-making performance levels of nursing students during
simulation experience.
Materials and Methods: The
descriptive cross-sectional study was conducted with 111 second-year students
enrolled in the nursing department of the faculty of health sciences of a
foundation university in Istanbul during the 2024-2025 academic year. Students
participated in a simulation scenario involving chronic respiratory failure
management and requiring clinical judgment. Data were collected using the Lasater
Clinical Judgment Rubric-Turkish and a debriefing session sheet. Rubric scoring
was performed by two independent observers. The data obtained were analyzed
using SPSS 24.0 program. Ethics committee permission, institutional permission,
and written and verbal consent were obtained from the students.
Results: The mean total score obtained by the students from the rubric was
22.13 ± 4.48, indicating a “developing” level of clinical decision making. When
the sub-dimensions were analyzed, the highest mean was found in “responding”
(7.80 ± 1.84) and the lowest means were found in ‘interpreting’ (3.59 ± 0.91)
and “reflecting” (4.90 ± 1.11). The intraclass correlation coefficient
calculated for inter-rater reliability was 0.72 (p < 0.001).
Conclusion: It was found that second-year nursing students' clinical decision-making
skills were in the process of maturation and they had significant difficulties
especially in the interpretation and reflection stages. Therefore, it is
recommended that the development of students should be monitored with periodic
rubric evaluations and educational practices should be designed to support
interpretation and reflection competencies.
Keywords: nursing education, simulation-based learning
experience, clinical judgment, nursing students