Efficacy of a Novel Role-Playing Based In-Class Simulation on Enhancing Clinical Judgment Skills in Senior Baccalaureate Nursing Students

Clinical judgment is a critical skill for nurses, directly impacting patient outcomes and quality of care. However, studies have shown that newly graduated nurses often lacked sufficient clinical judgment abilities to meet the demands of increasingly complex patient populations. This quasi-experimental study aimed to evaluate the efficacy of a novel role-playing based in-class simulation designed to enhance clinical judgment skills among senior baccalaureate nursing students. The study employed a single-group pre-assessment and post-assessment design using Lasater’s Clinical Judgment Rubric (LCJR) as the primary measurement tool. Using a convenience sample, 37 senior nursing students who enrolled in a Term 4 clinical prevention and population health course at a midwestern state university participated in a faculty-led, multi-round, low-fidelity simulation involving an evolving patient scenario. Students role-played various healthcare disciplines, working collaboratively to assess, interpret, respond, and evaluate the changes in the patient’s status. Data were collected through self-assessments using the LCJR before and immediately after the simulation experience. Paired t-test was used to analyze changes in clinical judgment scores. This study aimed to provide evidence for an innovative teaching method that could be implemented in classroom settings to enhance clinical judgment skills, potentially improving the preparedness of new graduate nurses for the complexities of modern healthcare delivery.