Abstract

Objectives: To build a framework for providing a foundation for clinical judgment in the practice setting.

Method: Utilizing an interactive approach between nursing faculty and students during a clinical rotation with built in evaluation methods.

Result: Use of the interactive approach helps to bridge the gap between expectations and performance leading to improved clinical judgment and both faculty and student taking responsibility and accountability for the learning relationship.

Conclusion: Performance in the clinical setting can be stressful for both nursing faculty and students as they each try to navigate expectations, amass knowledge, and demonstrate application of clinical decision making. By establishing interest in the process and accountability for development of “how one learns best” along with the concept of selfreflection and evaluation of involved parties, improvement is seen in both nursing faculty and student relationships.

The interactive approach begins before the start of the clinical rotation and continues during the rotation with an evaluation discussion at the end of the clinical experience. Nursing faculty and students become actively engaged in their own learning goals taking responsibility and accountability for “how they learn best.”

Keywords: Clinical Judgment, Interactive Approach, Evaluation