臨床判斷模式的階層式引導教學策略應用於「基礎醫學護理的整合與應用」課程_以學士後護理學系為例=Using clinical judgment model with hierarchical guidance as teaching strategy to "Integrated Application of Basic Medical Science in Nursing" course- An example from Department of Second Degree Bachelor of Science in Nursing

Nursing is a practical discipline. The purpose of nursing education is to cultivate nursing students’ professional knowledge and skills and clinical judgment with regard to solving health problems and providing appropriate nursing care to patients. This study recruited a purposive sample of nursing students enrolled in a Bachelor of Science degree course titled “Integrated Application of Basic Medical Science in Nursing.” The concept of clinical judgment was integrated into the students’ 18-week curriculum, covering one semester. At the beginning and end of the semester, the students were asked to analyze the health problems of patients in certain scenarios. At the end of the semester, the students who were willing to be interviewed were invited to conduct qualitative interviews for the researchers to understand their learning experiences and the effectiveness of those experiences for their growth as nurses.
A total 53 students were enrolled in the degree course; 47 of these students completed pre-measurement and post-measurement tasks, and 22 underwent a qualitative interview at the end of the semester. After teaching was conducted based on a clinical judgment model, the pretest score for critical thinking (63.23 ± 7.16 points) did not significantly differ from the posttest score for critical thinking (63.43 ± 7.54 points; p = 0.86), and the posttest score (48.40 ± 7.34 points) for clinical judgment was significantly higher than the corresponding pretest score (37.04 ± 10.72 points; p < 0.001). In addition, the score for the analysis of patients’ health problems at the end of the semester (3.13 ± 1.66 points) was significantly higher than that at the beginning of the semester (1.79 ± 1.40 points; p < 0.001). In the qualitative interviews, most of the students stated that the critical judgment teaching model helped them comprehend the purpose of nursing and had made them more aware of how they can analyze their patients’ problems effectively. In summary, the present teaching model achieved impressive results in terms of improving nursing students’ clinical judgment abilities. Thus, the present findings can help nursing educators provide effective teaching, conduct research, and guide students through practical scenarios to adequately prepare nursing students for practice.