English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The need to improve clinical judgment competencies during training has been necessitated by the demand for the preparation of new nurse graduates to face an arena characterized by nurse shortage and acutely ill yet more informed clients. In Kenya, the nursing process has been the primary tool to help student nurses develop clinical judgment skills. However, local studies show glaring clinical judgment gaps among new nurse graduates that threaten safe patient care. There is, therefore, a need to examine how a combination of more evidence-based tools can enhance clinical judgment development to improve training outcomes. A quasi-experiment was used to conduct the study. This involved a case study based on pre-test and post-test used to evaluate clinical judgment development in both groups. Furthermore, the groups were used to evaluate the effect of combining two clinical teaching tools on clinical judgment competency scores. The study involved 82 undergraduate nursing students. The respondents had a mean age of 21.50±1.34 years for the Intervention group and 21.59±1.43 years for the control group. 34.15% of the respondents were male, while 65.85% were female. The outcomes of the pre-test and post-test scores across the year of study depict a significant improvement with below expectation <49% reducing from 39.02% to 28.99% among second-year student and 28.05% to 7.25% among the third-year students. Scores of relationships between improvement of CJ Skills Scores across Gender, Cluster, and Cohort proved to be insignificant with cohort only significant (P<0.035). There was a significant difference in the scores for Control Post-Test-Control Pre-test and (M=2.947, SD=15.174) and Intervention post-testIntervention Pre-test (M=14.100, SD=14.398) conditions; t (38) =-6.116, p = 0.0001.” The findings showed a significant effect in combining clinical teaching tools on clinical judgment competency scores compared to the nursing process alone (p= 0.0000). The study findings imply the need to review clinical nurse training to incorporate more evidencebased strategies. However, the study recommends similar research to be carried out in multiple clinical sites to enhance the evidence's strength and the generalizability of the results and outcomes.

Effect of Combining Clinical Teaching Tools on Clinical Judgment Skills of Undergraduate Nursing Students in Kenya