Improving Clinical Nursing Judgment in Prelicensure Students

Background: Available models for designing the structure of specific simulation-based learning (SBL) activities need further analysis. Method: This retrospective study was conducted using independent samples t tests to examine differences in mean clinical nursing judgment development scores between students who completed a nursing program prior to the introduction of an experiential learning theory (ELT)-based simulation design and students who completed the program after the adoption of its use for all scenario-based SBL activities. Results: Results showed a significant increase in clinical nursing judgment at both the beginning and end of a baccalaureate program in which all scenario-based SBL used an ELT design. Conclusion: Consistency with International Nursing Association for Clinical Simulation and Learning standards of best practice and the use of ELT in SBL can improve student outcomes by fostering the development of clinical nursing judgment.