Relevant bibliographies by topics / Clinical judgment

Academic literature on the topic 'Clinical judgment'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Clinical judgment"

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&NA;. "Clinical Judgment." Journal for Nurses in Professional Development 30, no. 2 (2014): 105–6. http://dx.doi.org/10.1097/nnd.0000000000000048.

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&NA;. "Clinical Judgment." Journal for Nurses in Professional Development 30, no. 3 (2014): 157–58. http://dx.doi.org/10.1097/nnd.0000000000000054.

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Glick, Michael. "Clinical judgment." Journal of the American Dental Association 142, no. 12 (December 2011): 1333–34. http://dx.doi.org/10.14219/jada.archive.2011.0120.

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Gordon, Marjory, Catherine P. Murphy, Daniel Candee, and Elizabeth Hiltunen. "Clinical judgment." Advances in Nursing Science 16, no. 4 (June 1994): 55–70. http://dx.doi.org/10.1097/00012272-199406000-00007.

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Judson, Mark A. "Clinical Judgment." Annals of Internal Medicine 121, no. 8 (October 15, 1994): 624. http://dx.doi.org/10.7326/0003-4819-121-8-199410150-00013.

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Jung, Betty C. "Clinical Judgment." Annals of Internal Medicine 121, no. 8 (October 15, 1994): 624. http://dx.doi.org/10.7326/0003-4819-121-8-199410150-00018.

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Feinstein, Alvan R. "Clinical Judgment." Annals of Internal Medicine 121, no. 8 (October 15, 1994): 624. http://dx.doi.org/10.7326/0003-4819-121-8-199410150-00019.

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Aronow, Wilbert S. "Clinical judgment." Lancet 360, no. 9333 (August 2002): 591. http://dx.doi.org/10.1016/s0140-6736(02)09780-5.

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Hart, Julian Tudor. "Clinical Judgment." Journal of the Royal Society of Medicine 93, no. 11 (November 2000): 605. http://dx.doi.org/10.1177/014107680009301115.

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Moore, Donald E. "Clinical Judgment." JAMA 295, no. 17 (May 3, 2006): 2079. http://dx.doi.org/10.1001/jama.295.17.2080.

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Dissertations / Theses on the topic "Clinical judgment"

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Ashworth, B. "A defence of clinical judgment." Thesis, Swansea University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.635803.

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Clinical consultation begins when a patient seeks help from a doctor. The doctor is called upon to advise and this advice is based on judgments in the areas of diagnosis, treatment, and prognosis. The logic of diagnosis is discussed and the importance of probability emphasised. Theories of knowledge, interpretation, and the use of models are reviewed. Judgment analysis is noted as a developing area and mistakes in clinical practice are discussed. Mention of treatment includes orthodox therapy, complementary methods, and factors contributing to quality of life. Prognosis is considered in relation to some common conditions and the impact of chaos theory. Clinical judgment is concerned with prudence and knowledge sufficient for action. The ability to make an appropriate judgment from imperfect materials is of crucial importance in medical consultation. It requires a capacity to take account of all relevant factors bearing on the case and apportioning due weight to each. Good clinical judgment is closely linked to wisdom. This thesis considers the meaning of normal in the setting of health, examines the relationship between traditional medical practice, models and computer methods, and assesses whether the capacity for clinical judgment can be improved by teaching and experience. It explores the new methods and the extent to which they can supplement or replace established practices. It is concluded that clinical judgment based on extensive knowledge and appreciation of the circumstances of the individual is a continuing need which cannot be replaced by an artificial system.
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Desrosiers, Sarah. "Facilitating critical thinking and clinical judgment in clinical nursing education." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63873.

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Nurses who can critically think and make clinical judgments in the clinical setting are crucial to safe and effective nursing care. This type of critical thinking and clinical judgment is best developed during clinical education, which provides students with the opportunity to bridge the theory to practice gap. Clinical instructors guide students’ development of critical thinking and clinical judgment in the clinical setting. Despite clinical instructors having such a significant impact on critical thinking and clinical judgment there is limited research on how they facilitate students’ development of critical thinking and clinical judgment. This qualitative analysis explored how clinical instructors facilitate the development of critical thinking and clinical judgment of nursing students. This study used interpretive description to analyze interviews with eight clinical instructors to develop themes and subthemes within the data. These themes were discussed in relation to definitions of critical thinking and clinical judgment, indicators for evaluation, clinical teaching strategies, and contextual facilitators and barriers. Clinical instructors who took part in this study defined the concept of critical thinking as : The process that leads to clinical judgment, the decision. Evaluation was based on broad indicators of patient safety, effective communication, students’ confidence in their ability to critically think and make clinical decisions, and taking ownership of their patient care. Clinical instructors identified a variety of clinical teaching methods that they adapted and individualized to specific student needs. Clinical instructors also use multiple strategies to meet student needs, which they then adapt for each cohort. Contextual factors also impact students’ development of critical thinking and clinical judgment such as buddy nurses, the school of nursing curriculum, clinical ]instructors, and the nursing student themselves. This study identified suggestions for curriculum development, clinical instructor development, and potential areas for future research in relation to clinical education. Clinical instructors are key components of nursing education and the development of critical thinking and clinical judgment in nursing students; as such, it is important to understand their perspectives on how they develop these student abilities.
Applied Science, Faculty of
Nursing, School of
Graduate
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Tyne, Sheila. "Critical Thinking and Clinical Judgment in Novice Registered Nurses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4822.

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The health care field has become increasingly more complex, requiring new nurses to be prepared upon graduation to respond to a variety of complex situations. Unfortunately, many graduates from associate degree nursing (ADN) programs are not able to think critically upon entering the work force. This presents a major problem for the nurse and for the employer. The purpose of the study, therefore, was to gain a deeper understanding of the graduates' perceptions of their ability to critically think during their first year of clinical practice, and if they believed their program prepared them to be critical thinkers. The key research questions focused on how the novice nurses reconciled their performance on a critical thinking, online assessment, the Health Sciences Reasoning Test (HSRT), with their perception of their critical thinking skills, and if they felt prepared, during their first year of clinical practice, to critically think. The conceptual framework applied was Bloom's Taxonomy and Tanner's clinical judgment model. A purposeful sampling of 7 novice nurses from 3 ADN programs was chosen. After completing the HSRT, audio-taped phone interviews were conducted. The data indicated that the participants felt unprepared to respond to emergent patient situations, thus undermining their self-worth and clinical competency. The participants agreed there was a need for a critical thinking course in ADN curriculum. A project was created for a 9-week critical thinking course, incorporating theory, clinical practice, and simulation exercises. Social change is expected to occur when student nurses are able to critically think upon graduation, resulting in positive patient outcomes, both of which will benefit patients, their families, and their communities.
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Cobbs, David Lee. "Judgment of Contingency and the Cognitive Functioning of Clinical Depressives." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331923/.

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Twenty-four psychiatric staff, 24 clinically depressed inpatients, and 24 nondepresssed schizophrenic patients at a state psychiatric facility completed five tasks under either reward or punishment conditions. Each task consisted of 30 trials of pressing or not pressing a button to make a light appear. Monetary reinforcement was contingent on light onset for the final ten trials of each task. Cash incentives for judgment of control accuracy were added for Tasks 3, 4, and 5. Cognitive functioning was evaluated on each task by measuring expectancy, judgment of control, evaluation of performance, and attribution. Mood and self- esteem were measured before and after the procedure. No significant differences were observed across mood groups for expectancy of control or judgment of control accuracy. Subject groups also did not differ in the attributions they made or in how successful they judged their performances to be. They set realistic, attainable criteria for success which were consistent with relevant conditional probabilities. Subjects in reward gave themselves more credit for task performance than subjects in punishment gave themselves blame for comparable performances. Punishment subjects demonstrated more stable, external attributions than those in reward. Across tasks, subjects overestimated when actual control was low and underestimated when actual control was high. Contrary to the "depressive realism" effect described by Alloy and Abramson (1979), clinical depressives did not display more accurate judgments of control than did nondepressives. All subjects appeared to base their control estimates on reinforcement frequency rather than actual control. Subjects showed a type of illusion of control for high frequency, low control tasks. Presumably, success in turning the light on led them to assume that their actions controlled light onset. Comparison to previous subclinical studies suggests a possible curvilinear relationship between judgment of control accuracy and level of psychopathology, with mild depressives displaying relatively greater accuracy than either nondepressives or clinical depressives.
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Hainguerlot, Marine. "Probability distortion in clinical judgment : field study and laboratory experiments." Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01E034/document.

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Cette thèse étudie la distorsion de probabilité dans le jugement clinique afin de comparer le jugement des médecins à des modèles statistiques. Nous supposons que les médecins forment leur jugement clinique en intégrant une composante analytique et une composante intuitive. Dans ce cadre, les médecins peuvent souffrir de plusieurs biais dans la façon dont ils évaluent et intègrent les deux composantes. Cette thèse rassemble les résultats obtenus sur le terrain et en laboratoire. À partir de données médicales, nous avons constaté que les médecins n'étaient pas aussi bons que les modèles statistiques à intégrer des évidences médicales. Ils surestimaient les petites probabilités que le patient soit malade et sous­-estimaient les probabilités élevées. Nous avons constaté que leur jugement biaisé pourrait entraîner un sur­-traitement. Comment améliorer leur jugement? Premièrement, nous avons envisagé de remplacer le jugement du médecin par la probabilité de notre modèle statistique. Pour améliorer la décision, il était nécessaire d'élaborer un score statistique qui combine le modèle analytique, la composante intuitive du médecin et sa déviation observée par rapport à la décision attendue. Deuxièmement, nous avons testé en laboratoire des facteurs qui peuvent influencer le traitement de l'information. Nous avons trouvé que la capacité des participants à apprendre la valeur de la composante analytique, sans feedback externe, dépend de la qualité de leur composante intuitive et de leur mémoire de travail. Nous avons aussi trouvé que la capacité des participants à intégrer les deux composantes dépend de leur mémoire de travail, mais pas de leur évaluation de la composante intuitive
This thesis studies probability distortion in clinical judgment to compare physicians’ judgment with statistical models. We considered that physicians form their clinical judgment by integrating an analytical component and an intuitive component. We documented that physicians may suffer from several biases in the way they evaluate and integrate the two components. This dissertation gathers findings from the field and the lab. With actual medical data practice, we found that physicians were not as good as the statistical models at integrating consistently medical evidence. They over­estimated small probabilities that the patient had the disease and under­ estimated large probabilities. We found that their biased probability judgment might cause unnecessary health care treatment. How then can we improve physician judgment? First, we considered to replace physician judgment by the probability generated from our statistical model. To actually improve decision it was necessary to develop a statistical score that combines the analytical model, the intuitive component of the physician and his observed deviation from the expected decision. Second, we tested in the lab factors that may affect information processing. We found that participants’ ability to learn about the value of the analytical component, without external feedback, depends on the quality of their intuitive component and their working memory. We also found that participants’ ability to integrate both components together depends on their working memory but not their evaluation of the intuitive component
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Saunders, Dinah Jo. "Clinical decision-making and clinical judgment outcomes by nursing students in traditional or nontraditional curricula." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618497.

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The purpose of this study was to investigate the claim that nursing students in nontraditional curricula achieve program outcomes consistent with nursing students in traditional generic curricula. Clinical decision making and clinical judgment are essential components of critical thinking in nursing. Self-perception as a decision-maker was measured by the Clinical Decision Making in Nursing Scale (CDMNS) and clinical judgment was measured by the Clinical Judgment in Nursing Series #1: Emergencies in Adult Client Care Test (CJS:EACC).;Participants were recruited from three regional universities. One curricular group consisted of a generic (traditional) BSN group. One nontraditional curricular design was RN-BSN Completion programs designed for RN's to return for degree completion. The second nontraditional curricular group represented an Accelerated BSN program designed for adult learners with a previous baccalaureate degree to achieve a career change to nursing.;No significant outcome differences in self-perception as a clinical decision-maker as measured by mean scores on the CDMNS or in the decision making process as measured by subscale scores on the CDMNS were found between Traditional and nontraditional student groups. The hypotheses that there would be no differences in either self-perception as a decision maker or the decision making process were supported.;A significant difference was found between group scores related to clinical judgment as measured by the CJS:EACC. The nontraditional curricular groups, primarily adult learners, achieved higher scores than the generic group. The attributes of age, work experience, self-directedness, and readiness to learn may have influenced the adult learner's ability to achieve, through nontraditional program structures, at the same level or higher as traditional students. Age was an influencing variable on CJS:EACC scores. The instrument measures nursing assessment and intervention related to adult medical/surgical clients. The hypothesis that there would be no difference in clinical judgment could not be supported.;Interview responses representative of each curricular group were consistent with previous studies of the goals, barriers, learning needs, and characteristics of the adult learner.
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Salisbury, Tessa Nicole. "Predicting Youth Treatment Failure: An Investigation of Clinical Versus Actuarial Judgment." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5266.

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Research investigating clinical versus actuarial prediction and judgment has consistently demonstrated the superiority of actuarial (statistical) methods. Little research to date has directly compared clinical and actuarial predictions in the context of patient-focused psychotherapy outcomes. The most relevant study on this issue was completed with an adult population and results indicated that the actuarial method was significantly more accurate at predicting client treatment failure compared to clinician’s predictions. This study examined clinical versus actuarial prediction of client deterioration in a sample of children and adolescents receiving treatment in a managed care and community mental health setting. Predictions of treatment failure made by the actuarial method were found to be significantly more accurate than predictions of treatment failure made by clinicians. More specifically, participating clinicians did not make a single prediction of treatment failure. These findings add further evidence to support the use of actuarial methods in enhancing clinical decision-making in community-based mental health services for children and adolescents.
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Gard, Tracy. "Reconsideration of gender bias in clinical judgment : characteristics of gender influenced counselors." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864938.

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The purpose of the present study was to examine the influence that feedback and goal setting have on overall job satisfaction when incorporated into the appraisal review process. The participants consisted of a sample of 100 (N=100) employees from an electronic repair service located in northern Indiana. Participants were given a survey consisting of basic demographic information plus the following three scales: The International Communication Audit (Goldhaber, Yates, Porter, & Lesniak, 1978), The Job Descriptive Index (Smith, Kendall, & Hulin, 1969), and a scale used by Greller (1978) to examine goal setting. The demographic questions consisted of sex, number of years with the company, supervisory/nonsupervisory position, and full/parttime work. Data were analyzed using multiple regression and Pearsonian correlations. The data suggest that feedback and goal setting do not increase overall job satisfaction. The results may have been influenced by the negative climate of the organization and sample population. Recommendations for future research are discussed.
Department of Counseling Psychology and Guidance Services
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Dickenson, Sheree Owens. "The impact of guided reflection on clinical judgment of associate degree nursing students." Thesis, The University of Alabama, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10006889.

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The health care environment continues to be fraught with errors and poor patient outcomes. Nurses, having the most constant time with patients, are in a position to make a difference in those outcomes. Due to many technological, social, and health care changes and advancements, nurses have responsibilities requiring high levels of clinical judgment. Nursing education must respond to the changes and expanded roles of nurses by changing how students are taught, specifically in the clinical setting. Pedagogical tools and methods are needed to assist the student with making integrations between classroom theory and clinical practice. The purpose of this study was to explore the use of a guided reflection tool based on a model developed from the practice of novice and experienced registered nurses on clinical judgment development as measured by a rubric based on the same model, of associate degree nursing students, in an acute care setting. A mixed methods approach was used. Clinical judgment scores of a comparison group (n = 9) were compared with an intervention group (n = 9) and each groups’ scores were examined for progression of clinical judgment abilities using a quasi-experimental time series design for the quantitative portion of the study. Using RM-ANOVA, findings indicated there was no statistical significance between the two groups or within the time intervals for either of the groups. A focus group interview was also held to identify perceptions of each group concerning reflective journaling and development of clinical judgment. Both groups felt reflective journaling enhanced development of clinical judgment; however, the intervention group articulated situational learning to a greater degree than the comparison group.

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Fedko, Andrea Lauren. "Examining the relationship between clinical judgment and nursing action in baccalaureate nursing students." Thesis, Indiana University - Purdue University Indianapolis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241251.

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Clinical judgment provides the basis for nurses’ actions and is essential for the provision of safe nursing care. Tanner’s Clinical Judgment Model and its associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been used in the discipline of nursing, yet it is unclear if scores on the rubric actually translate to the completion of an indicated nursing action. This is important because clinical judgment involves identifying and responding to patient situations through nursing action, and then evaluation of such actions. The purpose of this observational study was to explore the relationship between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action, as measured by a nursing action form.

The clinical judgment and completion of an indicated nursing action was measured in 92 participant students at a Midwestern university school of nursing who were enrolled in an adult medical/surgical nursing course that included simulation and debriefing during which scoring occurred. This study explored whether clinical judgment, as measured by the LCJR, was related to the completion of an indicated nursing action. In addition, this study evaluated whether Responding, as measured by the LCJR was related to the completion of an indicated nursing action. The data revealed that a very weak relationship was present between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was present between the dimension Responding, and the completion of an indicated nursing action; however, these findings were also not statistically significant.

This study expands upon previous clinical judgment research in nursing and identifies a need for additional methods of evaluating clinical judgment in baccalaureate nursing students including action appraisal so that deficiencies are established and targeted for improvement.

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Books on the topic "Clinical judgment"

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Critical thinking, clinical reasoning, and clinical judgment: A practical approach. 5th ed. St. Louis, MO: Saunders/Elsevier, 2013.

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C, Turk Dennis, and Salovey Peter, eds. Reasoning, inference, and judgment in clinical psychology. New York: Free Press, 1988.

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Suicide risk: The formulation of clinical judgment. New York: New York University Press, 1986.

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Studying the clinician: Judgment research and psychological assessment. Washington, DC: American Psychological Association, 1998.

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Jack, Dowie, and Elstein Arthur S. 1935-, eds. Professional judgment: A reader in clinical decision making. Cambridge: Cambridge University Press, 1997.

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Rosalinda, Alfaro-LeFevre, ed. Critical thinking and clinical judgment: A practical approach. 3rd ed. St. Louis, Mo: Saunders, 2004.

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1947-, Tanner Christine A., and Chesla Catherine A, eds. Expertise in nursing practice: Caring, clinical judgment & ethics. 2nd ed. New York: Springer Pub., 2009.

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Benner, Patricia. Expertise in Nursing Practice: Caring, Clinical Judgment, and Ethics. New York: Springer Pub. Co., 1998.

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1947-, Tanner Christine A., and Chesla Catherine A, eds. Expertise in nursing practice: Caring, clinical judgment, and ethics. New York, NY: Springer Pub. Co., 1996.

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How doctors think: Clinical judgment and the practice of medicine. Oxford: Oxford University Press, 2006.

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Book chapters on the topic "Clinical judgment"

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Quinsey, Vernon L., Grant T. Harris, Marnie E. Rice, and Catherine A. Cormier. "Clinical judgment." In Violent offenders: Appraising and managing risk., 55–72. Washington: American Psychological Association, 1998. http://dx.doi.org/10.1037/10304-004.

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Goldstein, Robert Lloyd. "Clinical Judgment and Value Judgment." In Ethical Practice in Psychiatry and the Law, 293–305. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-1663-1_20.

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Heilbronner, Robert L. "Motion for Summary Judgment." In Encyclopedia of Clinical Neuropsychology, 1659–60. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1012.

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Irani, Farzin. "Judgment of Line Orientation." In Encyclopedia of Clinical Neuropsychology, 1372–74. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1376.

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Heilbronner, Robert L. "Motion for Summary Judgment." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1012-2.

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Irani, Farzin, and Samantha Foreman. "Judgment of Line Orientation." In Encyclopedia of Clinical Neuropsychology, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1376-2.

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Heilbronner, Robert L. "Motion for Summary Judgment." In Encyclopedia of Clinical Neuropsychology, 2269–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1012.

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Irani, Farzin, and Samantha Foreman. "Judgment of Line Orientation." In Encyclopedia of Clinical Neuropsychology, 1883–86. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1376.

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Schwartz, William B., G. Anthony Gorry, Jerome P. Kassirer, and Alvin Essig. "Decision Analysis and Clinical Judgment." In Computers and Medicine, 261–83. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-8554-7_14.

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Haynes, Stephen N., and William Hayes O’Brien. "Functional Psychological Assessment and Clinical Judgment." In Principles and Practice of Behavioral Assessment, 41–60. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-306-47469-9_3.

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Conference papers on the topic "Clinical judgment"

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Lesa, Raewyn, Ben Daniel, and Tony Harland. "0145 Clinical simulations: Students experiences of developing clinical judgment skills." In Conference Proceedings of the Association for Simulation Practice in Healthcare (ASPiH) Annual Conference. 3rd to 5th November 2015, Brighton, UK. The Association for Simulated Practice in Healthcare, 2015. http://dx.doi.org/10.1136/bmjstel-2015-000075.55.

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Dashtestani, Hadis, Rachel Zaragoza, Riley Kermanian, Kristine Knutson, Milton Halem, Afrouz Anderson, and Amir Gandjbakhche. "Importance of Left Dorsolateral Prefrontal Cortex in Moral Judgment Using Functional Near-infrared Spectroscopy." In Clinical and Translational Biophotonics. Washington, D.C.: OSA, 2018. http://dx.doi.org/10.1364/translational.2018.jw3a.52.

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Bowen, James L., Carole McKenzie, and Kim Bruce. "Proactive Reflection in the Development of Nursing Student Clinical Judgment." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.323.

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Yuan, Hao Bin. "The Objective Structured Clinical Examination (Osce) In High-Fidelity Simulations for Assessing Nursing Students' Clinical Judgment." In the 2019 3rd International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3345120.3345127.

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Erickson, Grant, Kari L. Wagner, Maribel Morgan, Jennifer Hepps, Gregory Gorman, and Christopher Rouse. "Evaluating Trainee Clinical Judgment in Neonatal Perinatal Medicine: A Script Concordance Test." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.521.

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Isomoto, Keisuke, Daisuke Kushida, and Mika Fukada. "Fall Risk Estimation Modeling Based on Clinical Judgment and Its Evaluation by Nurses." In 2021 IEEE 10th Global Conference on Consumer Electronics (GCCE). IEEE, 2021. http://dx.doi.org/10.1109/gcce53005.2021.9621776.

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Dashtestani, Hadis, Joy Cui, Douglas Harrison, and Amir Gandjbakhche. "Application of machine learning techniques in investigating the relationship between neuroimaging dataset measured by functional near infra-red spectroscopy and behavioral dataset in a moral judgment task." In Clinical and Translational Neurophotonics 2019, edited by Steen J. Madsen, Victor X. D. Yang, and Nitish V. Thakor. SPIE, 2019. http://dx.doi.org/10.1117/12.2520453.

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Peng, Eric J., and Raymond W. Liu. "Guiding Clinical Judgment in Surgery for Limb Length Discrepancy: The Relationship Between Height and Income." In Selection of Abstracts From NCE 2015. American Academy of Pediatrics, 2017. http://dx.doi.org/10.1542/peds.140.1_meetingabstract.116.

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Oh, Hye-Kyung. "Effects of Debriefing Applying the Clinical Judgment Rubric on Nursing Students’ Knowledge, Skill Performance and Simulation Effectiveness." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.116.22.

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Gould, Michael K., Suzanne Simkovich, Peter J. Mestaz, Jamie Daniel, Gillian D. Sanders, and Gerard Silvestri. "Predicting The Probability Of Malignancy In Patients With Pulmonary Nodules: Comparison Of Clinical Judgment With Two Validated Models." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a4425.

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Reports on the topic "Clinical judgment"

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Manski, Charles. Credible Ecological Inference for Personalized Medicine: Formalizing Clinical Judgment. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22643.

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2

Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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3

Tang, Jiqin, Gong Zhang, Jinxiao Xing, Ying Yu, and Tao Han. Network Meta-analysis of Heat-clearing and Detoxifying Oral Liquid of Chinese Medicines in Treatment of Children’s Hand-foot-mouth Disease：a protocol for systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0032.

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Review question / Objective: The type of study was clinical randomized controlled trial (RCT). The object of study is the patients with HFMD. There is no limit to gender and race. In the case of clear diagnosis standard, curative effect judgment standard and consistent baseline treatment, the experimental group was treated with pure oral liquid of traditional Chinese medicine(A: Fuganlin oral liquid, B: huangzhihua oral liquid, C: Lanqin oral liquid, D: antiviral oral liquid, E: Huangqin oral liquid, F: Pudilan oral liquid, G: Shuanghuanglian oral liquid.)and the control group was treated with ribavirin or any oral liquid of traditional Chinese medicine. The data were extracted by two researchers independently, cross checked and reviewed according to the pre-determined tables. The data extraction content is (1) Basic information (including the first author, published journal and year, research topic). (2) Relevant information (including number of cases, total number of cases, gender, age, intervention measures, course of treatment of the experimental group and the control group in the literature). (3) Design type and quality evaluation information of the included literature. (4) Outcome measures (effective rate, healing time of oral ulcer, regression time of hand and foot rash, regression time of fever, adverse reactions.). The seven traditional Chinese medicine oral liquids are comparable in clinical practice, but their actual clinical efficacy is lack of evidence-based basis. Therefore, the purpose of this study is to use the network meta-analysis method to integrate the clinical relevant evidence of direct and indirect comparative relationship, to make quantitative comprehensive statistical analysis and sequencing of different oral liquid of traditional Chinese medicine with the same evidence body for the treatment of the disease, and then to explore the advantages and disadvantages of the efficacy and safety of different oral liquid of traditional Chinese medicine to get the best treatment plan, so as to provide reference value and evidence-based medicine evidence for clinical optimization of drug selection. Condition being studied: Hand foot mouth disease (HFMD) is a common infectious disease in pediatrics caused by a variety of enteroviruses. Its clinical manifestations are mainly characterized by persistent fever, hand foot rash, oral herpes, ulcers, etc. Because it is often found in preschool children, its immune system development is not perfect, so it is very vulnerable to infection by pathogens and epidemic diseases, resulting in rapid progress of the disease. A few patients will also have neurogenic pulmonary edema Meningitis, myocarditis and other serious complications even lead to death, so effectively improve the cure rate, shorten the course of disease, prevent the deterioration of the disease as the focus of the study. In recent years, traditional Chinese medicine has played an important role in the research of antiviral treatment. Many clinical practices have confirmed that oral liquid of traditional Chinese medicine can effectively play the role of antiviral and improve the body's immunity.
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4

Newman-Toker, David E., Susan M. Peterson, Shervin Badihian, Ahmed Hassoon, Najlla Nassery, Donna Parizadeh, Lisa M. Wilson, et al. Diagnostic Errors in the Emergency Department: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), December 2022. http://dx.doi.org/10.23970/ahrqepccer258.

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Objectives. Diagnostic errors are a known patient safety concern across all clinical settings, including the emergency department (ED). We conducted a systematic review to determine the most frequent diseases and clinical presentations associated with diagnostic errors (and resulting harms) in the ED, measure error and harm frequency, as well as assess causal factors. Methods. We searched PubMed®, Cumulative Index to Nursing and Allied Health Literature (CINAHL®), and Embase® from January 2000 through September 2021. We included research studies and targeted grey literature reporting diagnostic errors or misdiagnosis-related harms in EDs in the United States or other developed countries with ED care deemed comparable by a technical expert panel. We applied standard definitions for diagnostic errors, misdiagnosis-related harms (adverse events), and serious harms (permanent disability or death). Preventability was determined by original study authors or differences in harms across groups. Two reviewers independently screened search results for eligibility; serially extracted data regarding common diseases, error/harm rates, and causes/risk factors; and independently assessed risk of bias of included studies. We synthesized results for each question and extrapolated U.S. estimates. We present 95 percent confidence intervals (CIs) or plausible range (PR) bounds, as appropriate. Results. We identified 19,127 citations and included 279 studies. The top 15 clinical conditions associated with serious misdiagnosis-related harms (accounting for 68% [95% CI 66 to 71] of serious harms) were (1) stroke, (2) myocardial infarction, (3) aortic aneurysm and dissection, (4) spinal cord compression and injury, (5) venous thromboembolism, (6/7 – tie) meningitis and encephalitis, (6/7 – tie) sepsis, (8) lung cancer, (9) traumatic brain injury and traumatic intracranial hemorrhage, (10) arterial thromboembolism, (11) spinal and intracranial abscess, (12) cardiac arrhythmia, (13) pneumonia, (14) gastrointestinal perforation and rupture, and (15) intestinal obstruction. Average disease-specific error rates ranged from 1.5 percent (myocardial infarction) to 56 percent (spinal abscess), with additional variation by clinical presentation (e.g., missed stroke average 17%, but 4% for weakness and 40% for dizziness/vertigo). There was also wide, superimposed variation by hospital (e.g., missed myocardial infarction 0% to 29% across hospitals within a single study). An estimated 5.7 percent (95% CI 4.4 to 7.1) of all ED visits had at least one diagnostic error. Estimated preventable adverse event rates were as follows: any harm severity (2.0%, 95% CI 1.0 to 3.6), any serious harms (0.3%, PR 0.1 to 0.7), and deaths (0.2%, PR 0.1 to 0.4). While most disease-specific error rates derived from mainly U.S.-based studies, overall error and harm rates were derived from three prospective studies conducted outside the United States (in Canada, Spain, and Switzerland, with combined n=1,758). If overall rates are generalizable to all U.S. ED visits (130 million, 95% CI 116 to 144), this would translate to 7.4 million (PR 5.1 to 10.2) ED diagnostic errors annually; 2.6 million (PR 1.1 to 5.2) diagnostic adverse events with preventable harms; and 371,000 (PR 142,000 to 909,000) serious misdiagnosis-related harms, including more than 100,000 permanent, high-severity disabilities and 250,000 deaths. Although errors were often multifactorial, 89 percent (95% CI 88 to 90) of diagnostic error malpractice claims involved failures of clinical decision-making or judgment, regardless of the underlying disease present. Key process failures were errors in diagnostic assessment, test ordering, and test interpretation. Most often these were attributed to inadequate knowledge, skills, or reasoning, particularly in “atypical” or otherwise subtle case presentations. Limitations included use of malpractice claims and incident reports for distribution of diseases leading to serious harms, reliance on a small number of non-U.S. studies for overall (disease-agnostic) diagnostic error and harm rates, and methodologic variability across studies in measuring disease-specific rates, determining preventability, and assessing causal factors. Conclusions. Although estimated ED error rates are low (and comparable to those found in other clinical settings), the number of patients potentially impacted is large. Not all diagnostic errors or harms are preventable, but wide variability in diagnostic error rates across diseases, symptoms, and hospitals suggests improvement is possible. With 130 million U.S. ED visits, estimated rates for diagnostic error (5.7%), misdiagnosis-related harms (2.0%), and serious misdiagnosis-related harms (0.3%) could translate to more than 7 million errors, 2.5 million harms, and 350,000 patients suffering potentially preventable permanent disability or death. Over two-thirds of serious harms are attributable to just 15 diseases and linked to cognitive errors, particularly in cases with “atypical” manifestations. Scalable solutions to enhance bedside diagnostic processes are needed, and these should target the most commonly misdiagnosed clinical presentations of key diseases causing serious harms. New studies should confirm overall rates are representative of current U.S.-based ED practice and focus on identified evidence gaps (errors among common diseases with lower-severity harms, pediatric ED errors and harms, dynamic systems factors such as overcrowding, and false positives). Policy changes to consider based on this review include: (1) standardizing measurement and research results reporting to maximize comparability of measures of diagnostic error and misdiagnosis-related harms; (2) creating a National Diagnostic Performance Dashboard to track performance; and (3) using multiple policy levers (e.g., research funding, public accountability, payment reforms) to facilitate the rapid development and deployment of solutions to address this critically important patient safety concern.
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