Assessing undergraduate registered nurse clinical reasoning

Assessing undergraduate registered nurse clinical reasoning

Background: Global research indicates graduate registered nurses are exiting their undergraduate studies without the levels of clinical reasoning required to meet the challenges of dynamic healthcare environments. This has raised concerns regarding the ability of Bachelor of Nursing programs to adequately prepare registered nurses for clinical practice.

Objective: A multi-phase research project was conducted with the aim of developing a framework for assessing the clinical reasoning abilities of undergraduate registered nurses.

Methods: The scoping phase of the project consisted of a scoping review to identify characteristics and processes of clinical reasoning as well as factors relating to clinical reasoning. The characteristics and processes were then benchmarked against the NMBA Registered Nurses Standards for Practice, and a literature review identifying measurement tools currently used to assess clinical reasoning was also conducted. The framework development phase used information gathered during the scoping phase to inform a modified Delphi study in which the content and construct requirements for the framework were determined. The confirmation phase used a pre-post intervention design to test the useability, validity and reliability of the developed Clinical Reasoning Achievement-Based (CRAB) framework.

Results: Based upon data gathered in the confirmation phase, the CRAB framework does assess the clinical reasoning of undergraduate registered nurses however requires some minor revisions and further testing.

Conclusions: It is possible to assess the clinical reasoning of undergraduate registered nurses to identify individuals who require additional support to develop their clinical reasoning prior to graduation. This will ultimately lead to improved quality of care.

Files associated with this item cannot be displayed due to copyright restrictions.