Reflective journaling is a strategy used often in clinical education to gain insight into students’ clinical thinking; however, studies indicate that students may benefit from guided reflections. Numerous tools have been used to structure student reflection with varying results. This article describes the outcomes from using the Guide for Reflection based on Tanner’s Clinical Judgment Model. The Lasater Clinical Judgment Rubric, created from the Model, is used to evaluate development of clinical judgment and provides language to communicate about clinical thinking with students. Senior immersion course competencies, also developed with language from Tanner’s Clinical Judgment Model, offer a comprehensive package that fosters students’ clinical judgment development, faculty-student communication about clinical judgment, and evaluation of students’ clinical thinking.
Dr. Lasater is Assistant Professor and Ms. Nielsen is Instructor, Oregon Health and Science University, School of Nursing, Portland, Oregon.
Address correspondence to Kathie Lasater, EdD, RN, ANEF, Assistant Professor, Oregon Health and Science University, School of Nursing, 3455 SW US Veteran’s Hospital Road, Portland, OR 97239–2941; e-mail: .email@example.com