{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/17036"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/17036","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Nurse Faculty's Strategies to Teach Clinical Judgment: Use of Transformative Learning Theory in the Nursing Classroom","abstract":"Clinical judgment is an important skill used by nurses. Unfortunately, the literature demonstrates a lack of this skill in new nurses entering the profession. With a decreased understanding and use of clinical judgment, patient outcomes are compromised. Research has shown that clinical judgment is acquired through experience. In nursing programs, this experience may be obtained through hospital-based clinical instruction and simulation scenarios. Although the literature demonstrates these methods of instruction beneficial to learning clinical judgment, time restraints and limited facility availability complicates the ability to provide these modalities to the students. Nursing courses incorporate theory credits into the curriculum, providing programs the opportunity to utilize this time to enhance the learning of clinical judgment. Three themes were identified in this study including clinical judgment is intentional, active teaching strategies using experiences with repetition, and limited impact of NGN on instruction. This study found the nursing faculty's definition of clinical judgment contained the basic components of Tanner's definition; the definition used by the NCSBN in the creation of the Clinical Judgment Model. Reported strategies used in the classroom to promote the increase of clinical judgment included active learning strategies and repetition in nursing students reflected the basic components of Mezirow's Transformative Learning Theory. However, the use of the Clinical Judgment Model in nursing theory was found to be lacking, with most of the participants using the Nursing Process model in their instruction. Faculty reported the NGN had little impact on classroom instruction. Future research could include further exploration of the use of the Clinical Judgment Model in nursing theory.","abstract_html":"Clinical judgment is an important skill used by nurses. Unfortunately, the literature demonstrates a lack of this skill in new nurses entering the profession. With a decreased understanding and use of clinical judgment, patient outcomes are compromised. Research has shown that clinical judgment is acquired through experience. In nursing programs, this experience may be obtained through hospital-based clinical instruction and simulation scenarios. Although the literature demonstrates these methods of instruction beneficial to learning clinical judgment, time restraints and limited facility availability complicates the ability to provide these modalities to the students. Nursing courses incorporate theory credits into the curriculum, providing programs the opportunity to utilize this time to enhance the learning of clinical judgment. Three themes were identified in this study including clinical judgment is intentional, active teaching strategies using experiences with repetition, and limited impact of NGN on instruction. This study found the nursing faculty's definition of clinical judgment contained the basic components of Tanner's definition; the definition used by the NCSBN in the creation of the Clinical Judgment Model. Reported strategies used in the classroom to promote the increase of clinical judgment included active learning strategies and repetition in nursing students reflected the basic components of Mezirow's Transformative Learning Theory. However, the use of the Clinical Judgment Model in nursing theory was found to be lacking, with most of the participants using the Nursing Process model in their instruction. Faculty reported the NGN had little impact on classroom instruction. Future research could include further exploration of the use of the Clinical Judgment Model in nursing theory.","abstract_has_math":false,"creators":["Ruckman, Lynette Kay"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Atkinson, Becky","Cheshire, Michelle","Robinson, Cecil"],"advisors":["McKnight, Doug"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:12Z","subjects":["Active Learning","Clinical Judgment","Critical Thinking"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1170605"],"render_values":[{"text":"1170605","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/17036","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Atkinson, Becky","Cheshire, Michelle","Robinson, Cecil"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["McKnight, Doug"]},{"key":"dc:creator","label":"Author","values":["Ruckman, Lynette Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-09-04T16:14:42Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-09-04T16:14:42Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Active Learning","Clinical Judgment","Critical Thinking"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1170605"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/17036"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Clinical judgment is an important skill used by nurses. Unfortunately, the literature demonstrates a lack of this skill in new nurses entering the profession. With a decreased understanding and use of clinical judgment, patient outcomes are compromised. Research has shown that clinical judgment is acquired through experience. In nursing programs, this experience may be obtained through hospital-based clinical instruction and simulation scenarios. Although the literature demonstrates these methods of instruction beneficial to learning clinical judgment, time restraints and limited facility availability complicates the ability to provide these modalities to the students. Nursing courses incorporate theory credits into the curriculum, providing programs the opportunity to utilize this time to enhance the learning of clinical judgment. Three themes were identified in this study including clinical judgment is intentional, active teaching strategies using experiences with repetition, and limited impact of NGN on instruction. This study found the nursing faculty's definition of clinical judgment contained the basic components of Tanner's definition; the definition used by the NCSBN in the creation of the Clinical Judgment Model. Reported strategies used in the classroom to promote the increase of clinical judgment included active learning strategies and repetition in nursing students reflected the basic components of Mezirow's Transformative Learning Theory. However, the use of the Clinical Judgment Model in nursing theory was found to be lacking, with most of the participants using the Nursing Process model in their instruction. Faculty reported the NGN had little impact on classroom instruction. 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With a decreased understanding and use of clinical judgment, patient outcomes are compromised. Research has shown that clinical judgment is acquired through experience. In nursing programs, this experience may be obtained through hospital-based clinical instruction and simulation scenarios. Although the literature demonstrates these methods of instruction beneficial to learning clinical judgment, time restraints and limited facility availability complicates the ability to provide these modalities to the students. Nursing courses incorporate theory credits into the curriculum, providing programs the opportunity to utilize this time to enhance the learning of clinical judgment. Three themes were identified in this study including clinical judgment is intentional, active teaching strategies using experiences with repetition, and limited impact of NGN on instruction. This study found the nursing faculty's definition of clinical judgment contained the basic components of Tanner's definition; the definition used by the NCSBN in the creation of the Clinical Judgment Model. Reported strategies used in the classroom to promote the increase of clinical judgment included active learning strategies and repetition in nursing students reflected the basic components of Mezirow's Transformative Learning Theory. However, the use of the Clinical Judgment Model in nursing theory was found to be lacking, with most of the participants using the Nursing Process model in their instruction. Faculty reported the NGN had little impact on classroom instruction. Future research could include further exploration of the use of the Clinical Judgment Model in nursing theory."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["1170605"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/17036"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Active Learning","Clinical Judgment","Critical Thinking"],"dc:title":["Nurse Faculty's Strategies to Teach Clinical Judgment: Use of Transformative Learning Theory in the Nursing Classroom"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:12Z"}