1. Phillips, Christina J. DNP, APRN, FNP-C
  2. L'Ecuyer, Kristi MSN, RN

Article Content

Integration of clinical judgment in practice is essential in preparing prelicensure students to make clinical decisions. Faculty can engage students in the practice of thinking by asking questions to guide students through the phases of the National Council State Boards of Nursing Clinical Judgment Measurement Model.1 Following are prompts developed by the authors to elicit students' judgment during medication administration: (1) Recognizing cues: What data support the indication for the medications? (eg, history of present illness, past medical history); (2) Analyzing cues: Are there data that influence whether to hold or administer the medications? (eg, vital signs, laboratory test results, procedures, provider orders); (3) Generating hypotheses: What do you expect to see clinically after giving the medication? (4) Generating solutions: For what adverse effects are you monitoring? What reassessments will the client need following administration? (5) Taking action: Make the decision to administer or hold ordered medications (with instructor or nurse in clinical practice); (6) Evaluating outcomes: Did the medications have the expected effects? Were there any adverse effects? Does the client need repeat pain or nausea assessment, repeat vitals, or laboratory test value? (7) Reflect upon the administration process: What would I do differently next time? Were there complications or pitfalls in the administration process?




1. Hensel D, Billings D. Strategies to teach the National Council State Boards of Nursing Clinical Judgment Model. Nurse Educ. 2020;45(3):128-132. doi:10.1097/NNE.0000000000000773 [Context Link]