A Program of Simulated Learning Experiences to Develop Clinical Judgment and Clinical Competence Among Sophomore Baccalaureate Nursing Students

Abstract

Background: Clinical judgment and competence are two essential skills for undergraduate nursing students to learn. These two skills have been taught mostly in upper division nursing courses. Method: A single group repeated measures design was used to evaluate the effect of three simulated learning experiences using standardized participants (SP) in the development of clinical judgment and clinical competence among 47 sophomore nursing. The study also examined the relationship between clinical judgment skills and clinical competence among the study participants. Results: Study participants demonstrated increased abilities in clinical judgment skills (F [2, 92] = 11.41, p < .001, η2p = 0.20) as well as clinical competence (F [2, 92] = 10.79, p < .001, η2p = 0.19), and the relationship between the them was positive and significant at each measurement (Measurement # 1: r = 0.66, p < .001; Measurement # 2: r = 0.36, p = .013; Measurement # 3: r = 0.55, p < .001). Conclusion: Simulation is an effective teaching strategy to develop clinical judgment and competence among nursing students early in a curriculum.