Publications by authors named "J E MONAGLE"
Article Synopsis
- The study explores the concept of fragmented occupational transitions specifically among long-term care nurses, highlighting the challenges they face as they navigate incomplete transitions in their careers.
- Using an eight-stage method for concept analysis, the research identifies key attributes of these fragmented transitions, including fragmentation, ill-timing, disruption, and others that significantly affect the nurses' emotional and ethical well-being.
- The findings aim to enhance understanding of these experiences and contribute to developing better risk assessments and tools to improve quality in long-term care settings.
Promoting Safe Practice in New Graduate Nurses: The Key Role of Support.
J Nurses Prof Dev
October 2024
This article reports research that examined how registered nurses in practice develop clinical judgment in new graduate nurses (NGNs) and how NGNs respond. Teaching themes were setting the tone for learning, use of cognitive-focused teaching-learning strategies, including mentoring thinking, debriefing and reflection, and using real-life scenarios. NGN responses were learning focused, emotional, or resistant.
View Article and Find Full Text PDFBackground: Despite the efforts of academic nursing educators to prepare students to make sound clinical judgments, the literature suggests new graduate nurse (NGN) competence with this critical skill continues to decline. This study sought to identify how practicing nurses describe their observations of the use and outcomes of clinical judgment by NGNs in nursing practice.
Method: A multisite, cross-sectional survey using multiple-choice, Likert scale, and open response items to identify participants' observations of NGN clinical judgment was sent with snowball sampling and resulted in a sample of 314 participants from 19 U.
To prepare practice-ready graduates and promote NCLEX® success, many schools of nursing have adopted a clinical judgment model (CJM) to provide a framework for their curriculum and teaching strategies. Missing from most CJMs are clear principles of justice, equity, diversity, and inclusion (JEDI), imperative to prepare a nursing workforce to care holistically for diverse populations. This article describes the curriculum integration of an adapted model with added JEDI principles.
View Article and Find Full Text PDFAim: This study examined US prelicensure nursing program use of clinical judgment models and teaching strategies to promote students' clinical judgment.
Background: Growing interest in teaching clinical judgment associated with upcoming changes in NCLEX-RN testing warrants exploration of how models and teaching strategies are currently used.
Method: A cross-sectional survey with multiple-choice and open-ended response items was used to examine programs' use of clinical judgment educational models.