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Clinical Judgment Model-Based Critical Reflection Program for Newly Graduated Nurses: A Nonrandomized Controlled Trial.
Res Nurs Health
January 2025
Graduate School of Clinical Nursing Science, Sungkyunkwan University, Suwon, Republic of Korea.
This study evaluated the effects of a critical reflection program utilizing the Lasater Clinical Judgment Rubric (LCJR) reflective questions based on the Clinical Judgment Model (CJM) on newly graduated nurses' clinical judgment skills. A total of 153 newly graduated nurses scheduled for on-site training in a ward nursing unit were divided into a control group (receiving only the usual on-site training with preceptorship) and an experimental group (receiving the developed program with the same on-site training with preceptorship as the control group). Data were collected at baseline, 6 weeks, and 3 months after the intervention.
View Article and Find Full Text PDFFactors influencing preceptor nurses' clinical teaching behavior: A cross-sectional study.
Nurse Educ Today
December 2024
College of Nursing Science, Ewha Womans University, Seoul, Republic of Korea. Electronic address:
Aim: This study identified significant factors affecting clinical teaching behavior among South Korean preceptor nurses.
Background: Preceptor nurses create a positive environment that helps new graduate nurses translate theoretical learning to clinical practice, facilitates their professional development, and increases their retention intention. However, few studies on preceptors' clinical teaching behavior, critical reflection competence, and clinical reasoning capabilities exist, and no studies have examined preceptor-preceptee work-ratios.
Interventions to enhance the core competencies of clinical nursing preceptors: a protocol for a systematic review.
BMJ Open
December 2024
School of Nursing, Ningxia Medical University, Yinchuan, Ningxia, China
Introduction: Clinical nursing preceptors (CNPs) teach nursing skills to students in real medical scenarios and develop their professionalism. The adequacy of CNPs' teaching competencies affects the effectiveness of student learning, so it is crucial to seek the best evidence for teaching competency interventions. This report describes a protocol for a systematic review to identify and analyse interventions to enhance the teaching competencies of CNPs.
View Article and Find Full Text PDFAim: To ascertain the current evidence about the support, education and learning needs of experienced registered nurses who are transitioning their work to intensive care nursing as a new context.
Design: A scoping review was conducted using established frameworks from JBI, Arksey and O'Malley.
Methods: A search was conducted in CINHAL and MEDLINE (April 2023).
An advanced preceptor training course was developed to address gaps in precepting skills identified through a thorough gap analysis. The course reinforces foundational concepts while integrating new strategies like role-playing, peer discussions, and hands-on activities. It aims to enhance critical thinking, conflict management, and feedback skills.
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