A conceptual framework to facilitate clinical judgement in nursing: a methodological perspective

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Date
2017Author
Van Graan, Anna Catharina
Williams, Martha Johanna Susanna
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The South African health care and education systems are challenged to provide independent,
critical thinking nurses who can cope with diversity in a creative way and define their
role in a complex, uncertain, rapidly changing health care environment. Quality clinical
judgement is an imperative characteristic that newly qualified professional nurses should
possess. To accommodate these needs, SANC in line with the SAQA Act, advocated the
development of teaching and learning strategies to balance theory and practice opportunities
together with an outcome-based, studentcentred approach and appropriate clinical
supervision. This resulted in a positive outcome to facilitate the integration/fusion of
theory and practice. The purpose of this study was to synthesise a teachingelearning
strategy for creating an enabling learning environment to facilitate clinical judgement in
South African undergraduate nursing students. The proposed teachingelearning strategy
is grounded in modern-day constructivist approach of learning. The conceptual or theoretical
framework of this study aimed to link the central concepts that were identified from
the conclusions of four (4) strategic objectives of the two preceding phases of the study into
a new structure of meaning that served as a basis for the proposed strategy. The implementation
of the proposed action plan to achieve the stated strategic objectives should
empower the relevant role players to facilitate clinical judgement in undergraduate
nursing students and thereby promote autonomous and accountable nursing care
URI
http://hdl.handle.net/10394/27521https://doi.org/10.4102/hsag.v22i0.1015
https://hsag.co.za/index.php/hsag/article/view/1015/1203
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- Faculty of Health Sciences [2376]