A mixed method approach to substantiate quantitative data with qualitative data: Improving clinical judgment in prelicensure nursing students using simulation.

Background: Current literature demonstrates a gap in research involving mixed method study of clinical judgment development in prelicensure nursing students.

Objectives: Clinical judgment of two groups of nursing students were compared using the Lasater Clinical Judgment Rubric (LCJR).

Design: A mixed method convergent parallel quasi-experimental cross-sectional approach was used to determine if simulation increased clinical judgment skills between beginner and advanced pre-licensure nursing students.