Abstract
Background: There is a gap in evidence for effective clinical teaching strategies to promote nursing students' development of clinical judgment (CJ).
Purpose: This study examined the effect of active learning strategies (ALSs) during clinical postconference sessions on the CJ of undergraduate nursing students.
Methods: This quasi-experimental study of ALSs or standard postconferences used the Lasater Clinical Judgment Rubric (LCJR) to rate CJ at 3 time points. All faculty members and students were trained on use of the LCJR. Ratings were done by both faculty and students.
Results: All ratings of CJ improved over time (P < .001). Ratings of CJ varied between the control and intervention groups.
Conclusions: The findings of this study contribute to knowledge regarding the effectiveness of clinical teaching strategies for CJ and preparation for entry to nursing practice.