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Nursing Education 2018 Journal of Nursing and Health Studies
ISSN: 2574-2825 Page 67
April 23-25, 2018
Rome, Italy
27th Edition of World Congress on
Nursing Education &
Research
Statement of the Problem: Critical care advance nurse
practitioner’s clinical judgement skills has traditionally been
highly valued amongst the team of professionals in the critical
care practice environment anticipating clinical judgement
as an inherent feature of the advance critical care nurse
practitioner. Clinical judgement is a complex and multi-faceted
in nature. Furthermore, the diverse, dynamic fast-pace and high-
technological critical care environment impact the salient feature
of clinical judgement. Clinical judgement significantly influences
safe patient outcomes. Multiple researchers reported on clinical
judgement. However, there is a paucity of recent research
reviewing the teaching of clinical judgement.
Purpose of this Study: To explore and describe the methods
critical care educators use, to facilitate clinical judgement in the
critical care education environments of South Africa.
Methodology: Appreciative inquiry (AI) method with focus groups
(phase 1 of the study).
Findings: Theempiricaldataresultedfrom(n=31).Twothemesand
five categories emerged from the data analysis. Firstly, methods
to facilitate a meaningful critical care education environment
to develop clinical judgement and secondly, methods to create
a critical care pedagogy of connectedness. The respective
categories: inter-professional education supporting development
of clinical reasoning ability, as a fundamental to sound clinical
judgement and inter-professional collaborations increasing
practical wisdom to enhance sound clinical judgement.
Conclusion&Significance: The findings support the development
of strategies to facilitate clinical judgement in the critical care
education environment (phase 2, of the study), in order to ensure
clinical judgement that ensure safe critically ill patient outcomes,
by the critical care advance nurse practitioner
Critical care pedagogy of connectedness: IPE (inter professional
education) and IPC (inter professional collaborations) within the
critical care nursing education environment
Irene J Kearns
University of Johannesburg, South Africa
J Nurs Health Stud 2018, Volume 3
DOI: 10.21767/2574-2825-C1-003