Clinical Judgment Development and Assessment in Clinical Nursing Education.

Background: There is a gap in evidence for effective clinical teaching strategies to promote nursing students' development of clinical judgment (CJ).

Purpose: This study examined the effect of active learning strategies (ALSs) during clinical postconference sessions on the CJ of undergraduate nursing students.

Methods: This quasi-experimental study of ALSs or standard postconferences used the Lasater Clinical Judgment Rubric (LCJR) to rate CJ at 3 time points. All faculty members and students were trained on use of the LCJR. Ratings were done by both faculty and students.

Results: All ratings of CJ improved over time ( P < .001). Ratings of CJ varied between the control and intervention groups.

Conclusions: The findings of this study contribute to knowledge regarding the effectiveness of clinical teaching strategies for CJ and preparation for entry to nursing practice.