Using Clinical Judgment Model Across the Curriculum
presented by Diane Billings, EdD, RN, ANEF, FAAN
This session has concluded.
How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum
presented by Kathleen Martin, DNP, RN, CNE
This session has concluded.
Overview of Next Generation Questions
presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE
This session has concluded.
How to Write Case Study Questions (Highlight, Drag and Drop, Drop Down, Multiple Choice, Multiple Responses)
presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE
This session has concluded.
How to Write Standalone Questions (Bow-tie and Trend) – 60 minutes
presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE
This session has concluded.
Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development
presented by Kathie Lasater, EdD, RN, ANEF, FAAN
This session has concluded.
Using Debriefing to Foster Clinical Judgment
presented by Raquel Bertiz, PhD, RN, CNE, CHSE; Jasline Moreno, MSN, RN, CHSE; and Denyce Watties-Daniels, DNP, RN, OLC-C
This session has concluded.
Making the Connection with Concept Mapping: A Versatile Strategy of Teaching, Assessing, and Evaluating Clinical Judgment
presented by Lisa Gonzalez, MSN, RN, CNE, CCRN-K
This session has concluded.
It's Time to Take Action in the Classroom
presented by Kathleen Martin, DNP, RN, CNE
This session has concluded.
Maximing Your Testing Environment
presented by Rita F. D’Aoust, PhD, ANP-BC, CNE, FAANP, FNAP, FAAN, and Krysia Hudson, DNP, RN, BC
This session has concluded.
These workshops are offered at no cost through funding by the Nurse Support Program II (NSP II 20-125), which is funded by the Maryland Health Services Cost Review Commission and administered by the Maryland Higher Education Commission.
Using Clinical Judgment Model Across the Curriculum
noon - 1:30 p.m.
- Choose a clinical judgment model to implement across their curriculum.
- Consider how to implement one model across a curriculum.
- Engage in using an example of how to use a clinical judgment model.
How to Write a Case Study to Use to Teach, Assess, and Test Clinical Judgment Across the Curriculum
Wednesday, Oct. 20
3:30 - 5 p.m.
Session Description:
In this session, participants will develop a case study to use in their course. The session includes information about choosing a case study, a template for writing a case study, consider elements to include in the case study, and an opportunity to practice writing a case study.
Session Learning Objectives:
After engaging in this session, the participant will be able to:
- Consider appropriate sources for a case
- Organize key elements of the case necessary for making effective clinical
- Use a case study template to develop a case study to use when teaching, assessing, and evaluating student’s ability to make clinical
Session Preparation:
Prior to participating in this session, participants should:
- review their course learning objectives and content
- identify a topic for a case study that requires decision making
- review the article by Betts and Muntean and the template for writing a case study.
Handouts:
Readings:
Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items for entry-level nursing exams. Journal of Applied Testing Technology, 20(2).
NCSBN (Spring 2020). The NGN case study.
Overview of Next Generation Questions
noon – 1:30 p.m.
Session Learning Objectives:
- Choose the appropriate test item type to measure each step of a clinical judgment model.
- Calculate a score for each item type.
- Hensel Presentation Slides
- Hensel Handout: Sample Question Templates
- Hensel Handout: Changing Item Format Practice
- Hensel Handout: Changing Item Format Practice - Answers
Readings:
How to Write Case Study Questions (Highlight, Drag and Drop, Drop Down, Multiple Choice, Multiple Responses)
presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE
Friday, Nov. 5, 2021
noon – 1:30 p.m.
Online via Zoom
Session Description:
In this session, using a case study, participants will choose an appropriate test item type for each step of a clinical judgment model. Participants will be given the opportunity to practice writing questions for their case study.
Session Learning Objectives:
After engaging in this session, the participant will be able to:
- Use their case study to write test questions for each step of a clinical judgment model.
Session Preparation:
Prior to attending this session, participants should:
- Review course learning objectives
- Read NGN News (Spring 2020). The NGN Case Study. https://www.ncsbn.org/NGN_Spring20_Eng_02.pdf
- Bring their case study to use to write test questions for each step of a clinical judgment model.
Handouts:
- Hensel Presentation Slides
- Hensel Handout: Case Studies
- Hensel Handout: Case Study Template 1
- Hensel Handout: Case Study Template 2
Readings:
Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items
for entry-level nursing exams. Journal of Applied Testing Technology, 20 (2).
NCSBN (Spring 2020). The NGN case study. https://www.ncsbn.org/NGN_Spring20_Eng_02.pdf
How to Write Standalone Questions (Bow-Tie and Trend) – 60 minutes
presented by Desiree Hensel, PhD, RN, PCNS-BC, CNE
Thursday, Nov. 12, 2021
noon – 1:30 p.m.
Online via Zoom
This event has concluded.
Session Description:
In this session, participants will write Bow-tie and Trends questions.
Session Learning Objectives:
After engaging in this session, the participant will be able to:
- Determine a topic for a Bow-tie and Trend question.
- Write a Bow-tie and Trend Question for their own test.
Session Preparation:
Prior to attending this session, participants should:
- Review course learning objectives
- Bring a topic that lends itself to writing a Trend and Bow-tie question.
- Read NGN News (Spring 2021). The NGN Case Study. https://www.ncsbn.org/NGN_Spring21_Eng.pdf
Handouts:
Readings:
Betts, J., Muntean, W., Kim, D., Jorean, D., & Dickison, P. (2019). Building a method for writing clinical judgment items for entry-level nursing exams. Journal of Applied Testing Technology, 20 (2).
Yours, Mine, and Ours: Sharing Ideas for Assessing Clinical Judgment Development
presented by Kathie Lasater, EdD, RN, ANEF, FAAN
Monday, Jan. 24, 2022
11 a.m. - 12:30 p.m.
Online via Zoom
Session Description:
In this session, participants will learn how to integrate the use of a clinical judgment model into their teaching, assessment, and evaluation strategies in didactic, clinical, and simulation experiences.
Session Learning Outcomes:
After engaging in this session, the participant will be able to:
- Explain two ways to use the Lasater Clinical Judgment Rubric (LCJR).
- Share with others a strategy you use to develop/assess students’ clinical judgment.
- Identify a new (for you) strategy you can use to develop/assess students’ clinical judgment.
Session Preparation:
Prior to participating in this session, participants should:
- Review the session outcomes.
- Identify a strategy that you use to develop or assess students’ clinical judgment.
- Read the recommended articles.
Handouts:
Readings:
Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students’ clinical reasoning skills: A faculty guide. Journal of Nursing Education, 60(9), 485–493. https://doi.org/10.3928/01484834-20210708-01 (recommended)
Jessee, M. A., & Tanner, C. (2016). Pursuing improvement in clinical reasoning: Development of the clinical coaching interactions inventory. Journal of Nursing Education, 55(9), 495-504. 10.3928/01484834-20160816-03 (recommended)
Lasater, K. (2011). Clinical judgment: The last frontier for evaluation. Nurse Education in Practice, 11(2), 86-92. 10.1016/j.nepr.2010.11.013 (recommended)
Monagle, J. L., Lasater, K., Stoyles, S., & Dieckmann, N. (2018). New graduate nurse experiences in clinical judgment: What academic and practice educators need to know. Nursing Education Perspectives, 39(4), 201-207. 10.1097/01.NEP.0000000000000336 (recommended for those interested in role of reflection in clinical judgment development)
Nielsen, A. (2016). Concept-based learning in clinical experiences: Bringing theory to clinical education for deep learning. Journal of Nursing Education, 55(7), 365-371. 10.3928/01484834-20160615-02 (recommended)
Nielsen, A., Lasater, K., & Stock, M. (2016). A framework to support preceptors' evaluation and development of new nurses' clinical judgment. Nurse Education in Practice, 19, 84-90, 10.1016/j.nepr.2016.03.012 (recommended)
Tanner, C. A. Thinking like a nurse: A research-based model of clinical judgment. Journal of Nursing Education, 45(6), 204-211.10.3928/01484834-20060601-04 (should be read as a foundation for clinical judgment work)
Using Debriefing to Foster Clinical Judgment
presented by Raquel Bertiz, PhD, RN, CNE, CHSE; Jasline Moreno, MSN, RN, CHSE; and Denyce Watties-Daniels, DNP, RN, OLC-C
Friday, Feb. 25, 2022
10 - 11:30 a.m.
Online via Zoom
This session has concluded.
Session Description:
In this session, participants will learn how to utilize debriefing in simulation to create reflective learners to prepare them for the complexity of today’s health care environment.
Session Learning Outcomes:
After engaging in this session, the participant will be able to:
- Describe the theory, standards, and methods of debriefing/reflective practice.
- Discuss how to use debriefing to teach clinical judgment.
- Apply debriefing to a simulation experience.
Session Preparation:
Prior to participating in this session, participants should review the recommended readings.
Handouts:
- Using Debriefing to Foster Clinical Judgment Presentation Slides
- Using Debriefing to Foster Clinical Judgment Worksheet
Readings:
Kavanagh, J. M., & Szweda, C. (2017). A Crisis in Competency: The Strategic and Ethical Imperative to Assessing New Graduate Nurses' Clinical Reasoning. Nursing education perspectives, 38(2), 57–62. https://doi.org/10.1097/01.NEP.0000000000000112
National League for Nursing (2015). NLN vision series transforming nursing education. Debriefing across the curriculum. https://www.nln.org/docs/default-source/uploadedfiles/about/nln-vision-series-position-statements/nln-vision-debriefing-across-the-curriculum.pdf
Muntean, W. (2012). Nursing clinical decision-making: A literature review. Retrieved at https://www.ncsbn.org/Clinical_Judgment_Lit_Review_Executive_Summary.pdf
Watts, P., Rossler, K., Bowler, F., Miller, C., Charnetski, M., Decker, S., Molloy, M., Persico, L., McMahon, E., McDermott, D., Hallmark, B. (2021). Preamble. Clinical Simulation in Nursing, https://www.nursingsimulation.org/article/S1876-1399(21)00093-1/fulltext.
Making the Connection with Concept Mapping: A Versatile Strategy for Teaching, Assessing, and Evaluating Clinical Judgment
presented by Lisa Gonzalez, MSN, RN, CNE, CCRN-K
Friday, April 1, 2022
noon - 1:30 p.m.
Online via Zoom
This session has concluded.
Session Description:
In this session, participants will explore the usefulness of concept mapping in developing students’ clinical judgment. The session includes examples of how concept mapping can be used for teaching, assessing, and evaluating clinical judgment. Faculty will discuss implementation ideas and practice tailoring a concept mapping learning activity to meet students’ needs.
Session Learning Outcomes:
After engaging in this session, the participant will be able to:
- Discuss the connection between concept mapping and clinical judgment development.
- Recognize the utility of concept mapping as a teaching strategy, assessment opportunity, and evaluation tool.
- Practice tailoring a concept-mapping activity to meet students’ needs.
- Discuss how they can implement concept mapping across the curriculum.
Session Preparation:
Prior to participating in this session, participants should be familiar with Tanner’s Clinical Judgment Model and concept mapping. Faculty should reflect on any previous experiences with concept mapping as well as the state of students’ clinical judgment competence.
Handouts:
- Data to Diagnosis Lesson Plan
- Data to Diagnosis Student Activity
- Concept Map Template
- Concept Mapping Activity Design Template
- Concept Mapping Presentation Handouts
Readings:
Breytenbach, C., Ham-Baloyi, W., & Jordan, P. J. (2017). An integrative literature review of evidence-based teaching strategies for nurse educators. Nursing Education Perspectives, 38(4), 193-197.
Bridges, S. M., Corbet, E. F., & Chan, L. K. (2015). Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences. Knowledge Management & E-Learning, 7(1), 119.
Daley, B. J., Morgan, S., & Black, S. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631-639.
Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279-301.
Eisenmann, N. (2021). An innovative clinical concept map to promote clinical judgment in nursing students. (2021). Journal of Nursing Education, 60(3), 143-149.
Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students' critical thinking. Nursing Education Perspectives, 39(4), 208-214.
Gonzalez, L. (2018). Teaching clinical reasoning piece by piece: A clinical reasoning concept-based learning method. Journal of Nursing Education, 57(12), 727-735.
Gonzalez, L., Nielsen, A., & Lasater, K. (2021). Developing students' clinical reasoning skills: A faculty guide. Journal of Nursing Education, 60(9), 485-493.
Hagell, P., Edfors, E., Hedin, G., Westergren, A., & Hammarlund, C. S. (2016). Group concept mapping for evaluation and development in nursing
education. Nurse Education in Practice, 20, 147-153.
Schwendimann, B. A. (2015). Concept maps as versatile tools to integrate complex ideas: From kindergarten to higher and professional education. Knowledge Management & E-Learning, 7(1), 73.
It’s Time to “Take Action” in the Classroom
presented by Kathleen Martin, DNP, RN, CNE
April 12, 2022
noon – 1:30 p.m.
Online via Zoom
This session has concluded.
Session Description:
This session will guide the nurse educator through the process of enhancing classroom teaching strategies to promote the development of clinical judgment.
Session Learning Outcomes:
After engaging in this session, the participant will be able to:
- Describe the concept of “small teaching.”
- Create a list of ways to engage in the classroom by making small changes, to promote clinical judgment.
- Begin to infuse clinical judgment terminology when designing class discussions, presentations, and
lecture-level objectives. - Include one classroom strategy, each week, to promote clinical judgement.
Session Preparation:
- Download and review this presentation.
- Prior to participating in this session, participants should be review the following readings:
- Lang, J. M. (2016). Small teaching: Everyday lessons from the science of teaching. Jossey-Bass.
- Tucker, C. A. & Bradshaw, M. J. (2017). Clinical reasoning: Action-focused thinking. In Bradshaw, M. J. & Hultquist, B. L. (Eds.). Innovative teaching strategies in nursing and health-related professions (7th ed., pp.71-82). Jones and Bartlett.
- Woodring, B. C. & Hultquist, B. L. (2017). Using lecture in active classrooms. In Bradshaw, M. J. & Hultquist, B. L. (Eds.). Innovative teaching strategies in nursing and health-related professions (7th ed., pp.143-161). Jones and Bartlett.
Maximizing Your Testing Environment
presented by Rita F. D’Aoust, PhD, ANP-BC, CNE, FAANP, FNAP, FAAN, and Krysia Hudson, DNP, RN, BC
Thursday, June 2, 2022
11:30 - 12:30 p.m.
Online via Zoom
This session has concluded.
Session Description:
Faculty will learn to explore, acknowledge, and utilize a variety of testing resources (technological and other resources) to provide practice with new question formats and scoring.
Session Learning Outcomes:
After engaging in this session, the participant will be able to:
- identify what resources are currently available to provide Next Gen question formats
- maximize their current enabling technologies and other resources.
Session Preparation:
- Download and review this presentation.
Prior to participating in this session, participants should review the following reading:
ATI. (2022). https://www.atitesting.com/educator/next-gen-nclex/ncsbn-updates
Making the Most of Pre-Post Clinical Conferences Teaching Clinical Judgment in Clinical Practice
presented by Denise E. Jarboe, DNP, RN, CNE
Thursday, June 9, 2022
11 a.m. – 12:30 p.m.
This session has concluded.
Session Description
Faculty will explore methods to improve students’ critical thinking/critical judgment ability.
Session Learning Outcomes
Describe teaching strategies for promoting critical thinking in pre-post clinical conference discussions.
Discuss how the critical thinking/clinical judgment learning objectives specific to each course influence pre-post clinical conference.
Describe a Pre-Post Conference discussion utilizing the Clinical Judgment Measurement Model (CJMM) process.
Apply cognitive processes of the Clinical Judgment Measurement Model (CJMM) to pre-post clinical conferences.
Session Preparation
Prior to participating in this session, participants should be review the following readings:
- https://www.ncsbn.org/14177.htm Webinar and PDF
- Billings, D.M. (2019). Teaching nurses to make clinical judgments that ensure patient safety. Journal of Continuing Education in Nursing, 50(7),300-2.
- Dickison, P., Haerling, K. A., & Lasater, K. (2019). Integrating the National Council of State Boards of Nursing Clinical Judgment Model into Nursing Educational Frameworks. Journal of Nursing Education, 58(2), 72-78.
- Hensel, D., & Billings, D. (2020) Strategies to teach the National Council of State Boards of Nursing Clinical Judgment Model Nurse Educator DOI: 10.1097/NNE.0000000000000773.
- National Council of State Boards of Nursing (NCSBN), Clinical Judgement Measurement Model. Retrieved from: https://www.ncsbn.org/14798.htm