Clinical Judgement Analysis

This paper will discuss three theories of decision-making that can be adopted in nursing practice, additionally how decision-making theories are able to be implemented and used. Decision-making in nursing is adopted through the critical thinking process that provides each nurse a model to make the best choices, solve problems and to meet goals in clinical practice (Berman & Kozier 2018, pp. 199-200; Levett-Jones & Hoffman 2013, pp. 4-5). Effective decision-making in nursing is a vital component and part of the role of a registered nurse; each year a substantial number of patients die due to medical errors and poor decision-making (Levett-Jones & Hoffman 2013, pp. 4-5; Nibbelink & Brewer 2017, p. 3). Through the use of

Critical reflection is vital to develop evidence based practice for safe and quality approaches to professional nursing practice. Nursing professionals should critically reflect on events to identify what health professionals might do to improve their practice and reduce the risk of a similar error. Reflective practice can help to learn from their mistakes, be empowered and most importantly to deliver best possible care to patient as nurses must work closely with their patients to develop a therapeutic relationship. Critical reflection is a valuable skill to ensure patient centred care. This practice promotes personal development by enhancing students’ self-awareness, their sense of community, and their sense of their own capacities for

This class was very challenging, interesting, and informative. First, students must push themselves to expand their knowledge and help themselves become more inquisitive, critical, reflective, and problem solve. As future professional nurse practitioner, we are striving for integrating clinical judgment skills. The knowledge gained in the textbook must be applied in the clinical settings without discrimination.

. Hickey, N. (2010). The 'five rights' of clinical reasoning: An educational model to enhance nursing students' ability to identify and manage clinically 'at risk' patients. Nurse Education Today, 30(6), 515-20.

Engulfed in a cloud of grey uncertainty, there are many situations that are blemished in the profession of nursing. Ethical dilemmas are often the most challenging to handle as they are interlinked with our own personal values and morals, requiring knowledge and attention to many factors (Burkhardt, Nathaniel, & Walton, 2014). Ethical predicaments will cross our paths daily and we need to utilize ethical frameworks, codes and our personal decision making to come to a well-informed conclusion. When we are in the midst of an uncertain quandary our human nature is tested, and we thoroughly scrutinise who we are ethically and morally. I am going to work through an ethical decision making model and discuss my journey with an encounter I have

moral positions of key individuals involved and identify value conflicts, if any, determine who should make the decision. Identify range of actions with anticipated

The differences in critical thinking skills can be applied to a clinical setting to compare the differences between an ADN, diploma and BSN education. One of the clinical setting scenarios that illustrate the differences in decision-making based on educational preparation is in the case of discharge planning. The clinical picture is that of an eighty-year old female being discharged after a fall that created a significant wound requiring complex wound care and a wound vacuum. Her spouse requires a walker and help with his activity of daily living (ADLs). They live together and up until this point the female drove for both of them. It is up to the RN to

Nursing education encompasses a vast continuum. Within the undergraduate subdivision, there are two preparatory levels of nursing education: Associates Degree in Nursing (ADN) and Baccalaureate Degree in Nursing (BSN). Although the underlying philosophies of patient-centered care and compassion remain consistent between both degree-levels, there are distinctions pertaining to clinical decision-making and care delivery. Major differences in competency of critical thinking and problem solving skills, evidence-based practice and clinical judgment, exist between nurses prepared at the associate-degree level and baccalaureate degree level, thus

The co-operative nursing assignment has given me the opportunity to use my critical thinking, decision-making, leadership, and clinical nursing expertise learned throughout the RN-BSN program. “The fostering of critical thinking as one of the terminal learning goals of nursing education based on the idea that critical thinking is important not only in the nursing workplace, but also in nursing education” (Shin, Jung, Shin & Kim, 2006, p. 233). My

Thinking like a nurse. This statement alone can take one in many different direction when searched on the internet. Christine Tanner is one out of a thousand other authors who have written an article on the topic of thinking like a nurse. In 2006 Tanner wrote a literature review article on clinical judgement in nursing. Some of her highlighted key points in this article is the research on clinical judgement, a research-based model of clinical judgement, and the educational implications of the model.

The nursing professional faces a myriad of decisions on a daily basis. The effectiveness of the decision-making process is crucial to ensuring positive outcomes in the clinical setting. If the nursing process is misunderstood or misapplied to the decision-making process by a failure to use critical thinking skills, the results can be catastrophic to the anticipated outcomes. Furthermore, an immaturity in critical thinking may influence decisions because of insufficient knowledge and experience. This paper will explore the role of critical thinking and the nursing process in making clinical decisions. Additionally, clinical maturity will be addressed as a key component of critical thinking

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing the student’s performance. This allows the development of the students will become better and more effective.

As a college student, I am faced with many different situations where making a wrong decision will surely affect my future. It is important that I weigh the dangers and benefits of every decision to avoid making a poor one. This skill is also very important to me as a nurse in the future because, as a Calculator based individual, I am able to clearly organize my thoughts to deliver the best decision in potentially tragic situations. The more I carefully think about my decisions, the more I become confident in executing them. I am the kind of person who likes to know the different risks and benefits of a certain decision before I fully commit to it. As a future nurse, I want to be as confident as possible in all of the decisions I make, since I hold a greater responsibility to my patients and

Clinical reasoning can be defined as, ‘the process by which nurses (and other clinicians) collect cues, process the information, come to an understanding of a patient’s problem or situation, plan and implement interventions, evaluate outcomes and reflect on and learn from the process’ (Levett-Jones & Hoffman 2013, p.4). It requires health professionals to be able to think critically and ensures better engagement and results for the patient (Tanner 2006, p.209). The Quality in Australian Healthcare Study (Wilson 1995, p.460) discovered that ‘cognitive failure’ resulted in approximately 57% of unfavourable clinical events involving the failure to produce and act correctly on clinical information. It also recognises that often nurse’s preconceptions and assumptions can greatly affect patient care and by going through such a process, one can take into account the holistic nature of the patient and provide the best, most appropriate care.

Discussions on critical thinking and clinical reasoning are often put into the same category. There are similarities and some differences as well, making these concepts difficult to differentiate at times. This discussion will hopefully clarify some of the confusion and make these concepts more applicable in the clinical setting. One definition of critical thinking is “the application of knowledge and experience to identify patient problems and to direct clinical judgments and actions that result in positive patient outcomes” (Benner, Hughes, & Sutphen, 2008, p.2). Cody (2002) states that “critical thinking can be considered the application of reasoning and reflection to a variety of situations and discourses, along with the ability to identify evidence for one’s beliefs, evaluate its significance, and change one’s thinking accordingly” (p. 184). It is a higher level of thinking that happens when clinicians begin to ask questions that they may have never asked before. Brand new nurses can be sidetracked with empirical information, responding only to concrete facts without being able to “think outside the box” in certain situations. With experience, nurses begin questioning the why’s instead of just performing tasks because of an order set. The art of critical thinking develops over time and grows in certain contexts and within different frames of reference. Clinical reasoning, like critical thinking, is an