BUILDING CLINICAL JUDGMENT IN NURSING STUDENTS: A PROGRESSIVE SIMULATION APPROACH

Author Name: 1.Dhanasekar V M, 2. Padmavathi GV, 3. Dr. Amit Kumar Kumawat, 4. Prof. (Dr.) R. K. Saini, 5. D.shanthakumari

Volume/Issue: 06/02

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/07.2025-94835674/UIJIR

Affiliation:

1. Nursing Tutor, College of Nursing, AIIMS, Mangalagiri, India.
2. Associate Professor, Aditya College of Nursing, India.
3. Associate Professor, Parul Institute of Nursing, Parul University, Vadodara, India.
4. Principal, NIMS Nursing College, NIMS University Rajasthan, India.
5. Assistant Professor, Rajalakshmi College of Nursing, India. Kanchipuram, Tamil Nadu, India.

ABSTRACT

The development of clinical judgment is a fundamental objective in nursing education, as it directly influences patient outcomes and the quality of healthcare delivery. With the increasing complexity of clinical settings and the limitations of traditional clinical placements, there is a growing need for innovative teaching strategies that can effectively bridge the theory-practice gap. This review article explores the role of progressive simulation as an evidence-based educational intervention to enhance clinical judgment among prelicensure nursing students. Progressive simulation refers to a structured, staged approach to simulation-based learning, where students engage in sequential clinical scenarios that gradually increase in complexity and realism. This method aligns with the cognitive development of learners and allows them to integrate foundational knowledge, refine decision-making skills, and build confidence over time. The article examines the theoretical foundations of clinical judgment, particularly Tanner’s Clinical Judgment Model, and evaluates how progressive simulation supports each phase-noticing, interpreting, responding, and reflecting. Current literature and empirical studies are analyzed to demonstrate the effectiveness of progressive simulation in improving critical thinking, diagnostic reasoning, and reflective practice. The review also addresses key elements of designing and implementing a progressive simulation curriculum, including scenario development, learner assessment, faculty facilitation, and debriefing strategies. Furthermore, it highlights challenges such as resource intensity, faculty training needs, and variability in student readiness. By synthesizing existing evidence, this article provides practical recommendations for nurse educators and academic institutions seeking to adopt progressive simulation as a core pedagogical tool. It concludes that progressive simulation offers a promising and adaptable approach for cultivating clinical judgment competencies in nursing students, ultimately preparing them for safe and effective practice in dynamic healthcare environments

Key words: Clinical Judgement, Nursing, Teaching-Learning, Simulation.