Making effective clinical decisions promotes positive patient outcomes, knowledge, skills and confidence in nurses. Through the Situated Clinical Decision-Making Framework clinical decision making focuses on cues, judgments, decision(s) and evaluation of outcomes. Consider your recent patient care experiences, think about how you have made patient care decision(s). Read the Article “Helping Novice Nurses Make Effective Clinical Decisions: The Situated Clinical Decision-Making Framework”, review the Decision Making Process Checklist and write a through discussion post on how you are developing clinical decision making as a novice nurse. Use examples from your clinical experiences and the below clinical decision making process checklist to guide your posting. As always protect the identity of your patient in discussion postings.
SituatedClinicalDecision-Makingframework.pdf
SituatedClinicalDecision-Makingframework.pdf – Alternative Formats
Original Discussion posting must be 500-650 words. reply to your peer should be 200-250 words. See outline for due dates.
Post discussions directly into text box, do not attach a document.
Clinical Decision Making Process Checklist
Cues to collect: observations, statements from the patient or others, laboratory and assessment data, atypical responses/behaviors/data, intuition.
Judgments to make: what could be happening, what data/evidence supports this, do I need more information and from whom, whom should I involve/consult, what priority does this have.
Decision(s) to make: should I wait and watch, should I try something, should I inform someone, should I involve or consult someone else, how will I know if I made the best decision.
Decision(s) Evaluation of and reflection on outcomes: did the decisions achieve what I wanted to happen, should I make another decision, should I collect more information, whom should I involve or consult.
From: Gillespie, M. & Paterson, B. (2009) Helping Novice Nurses Make Effective Clinical Decisions: The Situated Clinical Decision-Making Framework. Nursing Education Perspectives, (30) 3, 164-1
