Date of Award
7-16-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
College of Health Professions
Department
Health Professions
Major Advisor
Barbara Jackson
Abstract
A nurse’s ability to form sound clinical judgments is directly related to safe patient outcomes. Pre-licensure nursing programs are focused on developing students’ clinical judgment ability; however, an academic-practice gap continues to exist. The Implicit Theory of Intelligence and Achievement Goal Theory provide insight into how mindset beliefs and goal orientation impact the teaching and learning environment. The performance goal orientation, ineffective learning strategies, and avoidance of challenging tasks associated with a fixed mindset may negatively impact the development of clinical judgment. This exploratory study sought to determine if there is a relationship between the non-cognitive factors, mindset beliefs and achievement goal orientation and the development of clinical judgment in undergraduate nursing students. Using a combination of observation and survey methods, the researcher evaluated participants’ performance during a simulated event using the Lasater Clinical Judgment Rubric and compared performance with participants mindset beliefs in the clinical reasoning domain using a modified version of the Implicit Theories of Intelligence Scale, and goal orientation using the Achievement Goal Questionnaire-Revised. A relationship between clinical judgment and mindset beliefs was found in the overall sample with greater growth mindset beliefs being associated with better clinical judgment. No correlation between clinical judgment and achievement goal orientation was found. These findings provide support for further exploration into growth mindset promoting interventions and their impact on nursing students’ clinical judgment.
Recommended Citation
Robinson, Kathryn, "Non-cognitive factors influencing the development of clinical judgment in undergraduate nursing students" (2024). Graduate Theses, Dissertations, and Capstones. 187.
https://scholarworks.bellarmine.edu/tdc/187