Contact Hours: 1.5 including 1.5 Nursing Credit
In this session, participants will learn how to integrate the use of a clinical judgment model into their teaching, assessment, and evaluation strategies in didactic, clinical, and simulation experiences.
Session Learning Outcomes:
After engaging in this session, the participant will be able to:
• Explain two ways to use the Lasater Clinical Judgment Rubric (LCJR).
• Share with others a strategy you use to develop/assess students’ clinical judgment.
• Identify a new (for you) strategy you can use to develop/assess students’ clinical judgment.
Prior to participating in this session, participants should:
• Review the session outcomes
• Identity a strategy that you use to develop or assess students’ clinical judgment
• Read the recommended articles
• Adamson, K., Gubrud-Howe, P., Sideras, S., & Lasater, K. (2012). Assessing the inter-rater reliability of the Lasater Clinical Judgment Rubric: Three strategies. Journal of Nursing Education, 51(2), 66-73.
• Cappelletti, A., Engel, J. K., & Prentice, D. (2014). Systematic review of clinical judgment and reasoning in nursing, Journal of Nursing Education, 53(8), 453-458.
• Kavanaugh, J.M. & Sharpnack, P. (2021). Crisis in competency: A defining moment in nursing. OJIN: The Online Journal of Issues in Nursing, 26(1), Manuscript 2.
• Lasater, K. (2007). Clinical judgment development: Using simulation to create an assessment rubric. Journal of Nursing Education, 46, 496-503.
• Lasater, K. (2011). Clinical judgment: The last frontier for evaluation. Nurse Education in Practice, 11(2), 86-92.
• Lasater, K., Holloway, K., Lapkin, S., Kelly, M., McGrath, B., Nielsen, A., Stoyles, S., Dieckmann, N. F., Campbell, M. (2019). Do preregistration nursing students’ backgrounds impact what they notice and interpret about patients?
Nurse Education Today, 78, 37-43.
• Lasater, K., & Nielsen, A. (2009). Reflective journaling for development of clinical judgment. Journal of Nursing Education, 48, 40-44.
• Lasater, K., Nielsen, A., Stock, M., & Ostrogorsky, T. (2015). Evaluating clinical judgment of newly hired staff nurses. Journal of Continuing Education in Nursing, 46(12), 563-571.
• Monagle, J., Lasater, K., Stoyles, S., & Dieckmann, N.F. (2018). New graduate nurse experiences in clinical judgment: What academic and practice educators need to know. Nursing Education Perspectives, 39(4), 201-207.
• Nielsen, A. (2016). Concept-based learning in clinical experiences. Journal of Nursing Education, 55(7), 365-371.
To receive CE, you will need to successfully complete the quiz and program evaluation.
The University of Maryland School of Nursing is accredited with distinction as a provider of nursing continuing professional development by the American Nurses Credentialing Center's Commission on Accreditation.
|PowerPoinyt (6.9 MB)||Available after Registration|
|Handout (33.3 KB)||Available after Registration|
Kathie Lasater is Professor Emerita from Oregon Health & Science University. She was a pioneer in simulation research, specifically how simulation impacts the development of clinical judgment in nursing students. One of the outcomes of her research was the Lasater Clinical Judgment Rubric, a widely-used assessment tool in simulation and clinical settings. Nearly 15 years after its publication, the rubric has gone global—it has been translated or is in process of translation in 17 other languages. Her clinical judgment research extended to new graduates' transition to practice; in addition, she has taught students at all levels and in most types of programs. Along with other national colleagues, she has recently completed a national study to determine the use of clinical judgment models and strategies for developing clinical judgment in pre-licensure programs, even as the US licensure exam undergoes a significant change to measure clinical judgment in 2023.
For nearly 20 years, Dr. Lasater taught population health with undergraduate nursing students. In 2018, she was a Fulbright Research Scholar at Edinburgh Napier University in the UK, helping to lay the groundwork for a deepening emphasis on social determinants of health and the care of populations. She also explored student attitudes about poverty and social justice and how nurse leaders envision the role of nursing in improving population health outcomes.
In addition to being a frequent speaker and journal reviewer, she is also an assistant editor for Nurse Education Today. She mentors junior faculty and researchers around the world and serves as a volunteer faith community nurse (also known as parish nursing) in her church.
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