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NURSING STUDENTS' SELF-ASSESSMENT of Their Simulation Experiences



This article describes a self-evaluation and feedback strategy used by nursing students and simulation faculty in a junior-level adult acute care course. Simulations are developed and implemented with the intention of furthering students' clinical judgment skills. A clinical judgment rubric, based on the Tanner Model of Clinical Judgment, is used as a self-assessment tool. The rubric describes the development of clinical judgment over four levels and is scored by students as they reflect on their practice. In addition to using the rubric's descriptors to rate themselves (Beginning, Developing, Accomplished, and Exemplary), the students apply an evidence-based process, citing simulation examples of their clinical thinking as support for their ratings. Simulation faculty respond to the postings, affirming students' observations or helping them experience a different perspective, and offer help to move toward the next stage of clinical judgment development. The postings offer clinical faculty insight into clinical judgment processes observed in the practicum settings.

About the AuthorsMary L. Cato, MSN, RN, an instructor and lead simulation specialist, Simulation and Clinical Learning Center, Oregon Health & Science University in Portland, is one of the expert authors of the NLN/Laerdal Simulation Innovation Resource Center (SIRC). Kathie Lasater, EdD, RN, ANEF, is an assistant professor and served in 2007-2008 as interim statewide director of simulation learning, Oregon Health & Science University. Alycia Isabella Peeples, BSN, RN, is an intensive care unit nurse and simulation specialist, Oregon Health & Science University Hospital. For more information, write to Ms. Cato

Copyright 2009 by National League for Nursing, Inc.
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