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Journal articles on the topic 'Clinical judgment'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

&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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Hines, Cheryl B., and Felecia G. Wood. "Clinical Judgment Scripts as a Strategy to Foster Clinical Judgments." Journal of Nursing Education 55, no. 12 (December 1, 2016): 691–95. http://dx.doi.org/10.3928/01484834-20161114-05.

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12

Spengler, Paul M., Michael J. White, Stefanía Ægisdóttir, Alan S. Maugherman, Linda A. Anderson, Robert S. Cook, Cassandra N. Nichols, et al. "The Meta-Analysis of Clinical Judgment Project." Counseling Psychologist 37, no. 3 (October 4, 2007): 350–99. http://dx.doi.org/10.1177/0011000006295149.

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Clinical and educational experience is one of the most commonly studied variables in clinical judgment research. Contrary to clinicians' perceptions, clinical judgment researchers have generally concluded that accuracy does not improve with increased education, training, or clinical experience. In this meta-analysis, the authors synthesized results from 75 clinical judgment studies where the experience of 4,607 clinicians was assessed in relation to the accuracy of their judgments about mental health (e.g., diagnosis, prognosis, treatment) and psychological issues (e.g., vocational, personality). The authors found a small but reliable effect, d = .12, showing that experience, whether educational or clinical, is positively associated with judgment accuracy. This small effect was robust across several tested moderator models, indicating experienced counselors and clinicians acquire, in general, almost a 13% increase in their decision-making accuracy, regardless of other factors. Results are discussed in light of their implications for clinical judgment research and for counseling psychology training and practice.
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13

TANNER, CHRISTINE A. "Teaching Clinical Judgment." Annual Review of Nursing Research 5, no. 1 (September 1987): 153–73. http://dx.doi.org/10.1891/0739-6686.5.1.153.

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14

Ridley, Charles R., and Mary Shaw-Ridley. "Clinical Judgment Accuracy." Counseling Psychologist 37, no. 3 (October 4, 2007): 400–409. http://dx.doi.org/10.1177/0011000008330830.

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Clinical judgment is foundational to psychological practice. Accurate judgment forms the basis for establishing reasonable goals and selecting appropriate treatments, which in turn are essential in achieving positive therapeutic outcomes. Therefore, Spengler and colleagues' meta-analytic finding—clinical judgment accuracy improves marginally with traditional education, training, and clinical experience—is disconcerting and should serve as a wake-up call. Now is the time to move with urgency. The authors urge the development of a comprehensive, standardized, and scientifically based metatheory to inform clinical judgment. A metatheory should describe the content of clinical judgment, the process of clinical judgment, and the self-reflection of clinicians. Without employment of such a metatheory and concomitant improvement in clinicians' judgment, professional psychologists are on soft footing in extolling their claim as scientist—practitioners and ethical professionals.
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15

Weed, L. L. "Clinical Judgment Revisited." Methods of Information in Medicine 38, no. 04/05 (1999): 279–86. http://dx.doi.org/10.1055/s-0038-1634415.

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AbstractIt is widely recognised that accessing and processing medical information in libraries and patient records is a burden beyond the capacities of the physician’s unaided mind in the conditions of medical practice. Physicians are quite capable of tremendous intellectual feats but cannot possibly do it all. The way ahead requires the development of a framework in which the brilliant pieces of understanding are routinely assembled into a working unit of social machinery that is coherent and as error free as possible – a challenge in which we ourselves are among the working parts to be organized and brought under control.Such a framework of intellectual rigor and discipline in the practice of medicine can only be achieved if knowledge is embedded in tools; the system requiring the routine use of those tools in all decision making by both providers and patients.
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16

Kim, Eun Jung. "Nursing Students' Clinical Judgment Skills in Simulation: Using Tanner's Clinical Judgment Model." Journal of Korean Academic Society of Nursing Education 20, no. 2 (May 31, 2014): 212–22. http://dx.doi.org/10.5977/jkasne.2014.20.2.212.

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17

Franklin, Donna L. "Does Client Social Class Affect Clinical Judgment?" Social Casework 67, no. 7 (September 1986): 424–32. http://dx.doi.org/10.1177/104438948606700706.

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Conceptual frameworks affect the selection and processing of information elicited from clients, which in turn influence the clinical judgments that guide intervention. This study explores the interaction between theoretical orientation and the clinical judgment process as affected by client social class.
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18

DeMaria, Anthony N. "Clinical Trials and Clinical Judgment." Journal of the American College of Cardiology 51, no. 11 (March 2008): 1120–22. http://dx.doi.org/10.1016/j.jacc.2008.02.030.

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19

Austin, Bryan S. "Educators’ Perceptions of Clinical Judgment Skill Competencies in Rehabilitation Counseling." Rehabilitation Research, Policy, and Education 32, no. 3 (September 2018): 192–208. http://dx.doi.org/10.1891/2168-6653.32.3.192.

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Purpose:To address a significant gap in the clinical judgment competency research by adding new knowledge of important clinical judgment skill competencies in rehabilitation counseling.Method:This Internet-based survey design is a follow-up inquiry to Austin and Leahy’s (2015) instrument validation study; this same sample of rehabilitation counselor educators (n = 126) rated the importance and student preparedness in using clinical judgment skill competencies (i.e., scientific attitude, cultural bias, cognitive complexity, memory bias, confirmatory bias, negative bias, evidence-based practice [EBP]).Results:Clinical judgment skills were perceived to be highly important. Students were rated as least prepared in scientific attitude and evidence-based practice. Ten skills of high importance/limited student preparation across four clinical judgment skill areas were identified.Conclusions:This study’s findings provide initial empirical support of important clinical judgment skill competencies for effective rehabilitation counseling practice. Identified student preparation gaps may be used to help prioritize potential clinical training needs for rehabilitation counseling programs to prepare students in the use of clinical judgment skill competencies that address cultural bias, cognitive complexity, confirmatory bias, and evidence-based practice. Most importantly, data generated from this study can be used when preparing students to effectively address their biases and improve their clinical judgments when applying EBP.
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20

Alfayoumi, Imad Hasan. "Blending teaching strategies to improve nursing students’ clinical judgment abilities." Clinical Nursing Studies 7, no. 2 (February 25, 2019): 54. http://dx.doi.org/10.5430/cns.v7n2p54.

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Background: Nursing educators need to determine educational strategies that will enable nursing students to reach effective and timely clinical judgments. Aim: This study documents how a combination of the constructivist approaches of concept-based learning and concept mapping impacts nursing students’ clinical judgment skills.Methods: The study utilized a pretest post-test design to collect data from a convenient sample of all students who commenced adult health nursing courses at a private university in Jordan (N = 40). An observation of the performance aspects of clinical judgment of engagement, background, process, and representation utilizing a four-point Students Performance Aspects of Clinical Judgment Scale (SPACJS) was performed.Results: Except for the engagement aspect, all other aspects of clinical judgment showed significant improvements by the end of the courses. Moreover, overall clinical judgment ability significantly improved as the courses concluded.Conclusion: When the SPACJS and the constructivist approaches are respectively institutionalized as a clinical evaluation tool and as teaching strategies, students will receive specific feedback that will subsequently improve their engagement, background, process, and representation of future clinical judgment encounters. This feedback is relevant to specific concepts and cognitive maps will help students synthesize mental criteria against which future clinical encounters are reflected. As a result, students contextual clinical judgment maturity will be enhanced.
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21

Pesut, Daniel J. "Clinical judgment: Foreground/background." Journal of Professional Nursing 17, no. 5 (September 2001): 215. http://dx.doi.org/10.1053/jpnu.2001.26303.

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22

Records, Nancy L., and Amy L. Weiss. "Clinical Judgment : an Overview." Journal of Childhool Communication Disorders 13, no. 2 (December 1990): 153–65. http://dx.doi.org/10.1177/152574019001300203.

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23

Dawes, R., D. Faust, and P. Meehl. "Clinical versus actuarial judgment." Science 243, no. 4899 (March 31, 1989): 1668–74. http://dx.doi.org/10.1126/science.2648573.

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24

Kleinmuntz, B. "Clinical and actuarial judgment." Science 247, no. 4939 (January 12, 1990): 146–47. http://dx.doi.org/10.1126/science.2294599.

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25

Brewer, C., and C. Neill. "Clinical judgment is important." BMJ 313, no. 7070 (December 7, 1996): 1482. http://dx.doi.org/10.1136/bmj.313.7070.1482.

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26

McNiesh, Susan. "Demonstrating Holistic Clinical Judgment." Holistic Nursing Practice 21, no. 2 (March 2007): 72–78. http://dx.doi.org/10.1097/01.hnp.0000262021.80044.dd.

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27

Strickland, Haley P., Michelle H. Cheshire, and Alice L. March. "Clinical Judgment During Simulation." Nursing Education Perspectives 38, no. 2 (2017): 85–86. http://dx.doi.org/10.1097/01.nep.0000000000000109.

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28

Romano, T. J. "Clinical judgment is essential." Archives of Internal Medicine 154, no. 14 (July 25, 1994): 1643b—1643. http://dx.doi.org/10.1001/archinte.154.14.1643b.

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29

Romano, Thomas J. "Clinical Judgment Is Essential." Archives of Internal Medicine 154, no. 14 (July 25, 1994): 1643. http://dx.doi.org/10.1001/archinte.1994.00420140115014.

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30

Garfield, Frances B., and Joseph M. Garfield. "CLINICAL JUDGMENT AND CLINICAL PRACTICE GUIDELINES." International Journal of Technology Assessment in Health Care 16, no. 04 (October 2000): 1050–60. http://dx.doi.org/10.1017/s0266462300103113.

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31

Garb, Howard N. "Clinical judgment, clinical training, and professional experience." Psychological Bulletin 105, no. 3 (1989): 387–96. http://dx.doi.org/10.1037/0033-2909.105.3.387.

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32

Hu, Yi-Ling, and Heather A. Fritz. "DETECTING PRE-FRAILTY STATUS: COMPARISON OF CLINICAL JUDGMENTS AND THE PAULSON LICHTENBERG FRAILTY INDEX." Innovation in Aging 3, Supplement_1 (November 2019): S897—S898. http://dx.doi.org/10.1093/geroni/igz038.3280.

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Abstract Nearly 50% of U.S. elders are prefrail and at risk for frailty. Identifying prefrail elders and escalating care could attenuate frailty progression. Screening tools are seldom used in practice. Thus, clinical judgment may be a realistic way to ensure widespread frailty screening. No studies, however, have assessed the validity of clinicians’ judgment in identifying prefrail elders. This study explored the level of agreement between clinical judgments of frailty status and status categorizations made using the validated Paulson Lichtenberg Frailty Index (PLFI). Older Blacks (n = 202) recruited from a primary care clinic were first categorized as healthy, pre-frail, or frail using the PLFI. Next, geriatric physicians and nurses categorized participants into one of the same categories based on clinical judgment. Clinicians could use medical records to make determinations. We used Cohen’s Kappa to determine the level of agreement of both approaches. We used descriptive statistics to explore if any of the 5 PLFI indicators explained discordant categorizations. Of the 202 participants (mean age: 76.7 8.6), 52 (26%) were prefrail and 57 (28%) were frail based on the PLFI. Physicians’ judgments aligned with the PLFI in 43% of prefrail and 65.7% of frail cases. Nurse judgments aligned with the PLFI in 43.9% of prefrail and 17% of frail cases. There was slight to fair agreement between clinical judgments and PLFI (physicians Cohen’s κ = .23; Nurses Cohen’s κ = .59). No specific PLFI indicators independently explained discordant categorizations. Findings suggest that clinical judgments did not align well with PLFI categorizations.
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33

Oliveira, Carlos R., and Eugene D. Shapiro. "Lyme Arthritis and Clinical Judgment." Pediatrics 145, no. 1 (December 13, 2019): e20191998. http://dx.doi.org/10.1542/peds.2019-1998.

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34

Garb, Howard N. "Clinical Judgment and Decision Making." Annual Review of Clinical Psychology 1, no. 1 (April 2005): 67–89. http://dx.doi.org/10.1146/annurev.clinpsy.1.102803.143810.

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35

Imam, I. "Cognitive biases affect clinical judgment." BMJ 343, no. 29 1 (November 29, 2011): d7705. http://dx.doi.org/10.1136/bmj.d7705.

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36

Henderson, I. Craig. "Axillary Surgery: Clinical Judgment Required." Journal of Clinical Oncology 24, no. 3 (January 20, 2006): 325–26. http://dx.doi.org/10.1200/jco.2005.03.6178.

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37

Spezzano, Charles. "The Triangle of Clinical Judgment." Journal of the American Psychoanalytic Association 46, no. 2 (April 1998): 365–88. http://dx.doi.org/10.1177/00030651980460021201.

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38

Lin, Pay-Fan, Man-Ying Hsu, and Shiow-Luan Tasy. "Teaching Clinical Judgment in Taiwan." Journal of Nursing Research 11, no. 3 (September 2003): 159–66. http://dx.doi.org/10.1097/01.jnr.0000347632.64852.c1.

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39

Strohmer, Douglas C., and Stephen J. Leierer. "Modeling Rehabilitation Counselor Clinical Judgment." Rehabilitation Counseling Bulletin 44, no. 1 (October 2000): 3–9. http://dx.doi.org/10.1177/003435520004400102.

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40

Waddington, Louise. "Clinical judgment and case formulation." British Journal of Clinical Psychology 36, no. 2 (May 1997): 309–11. http://dx.doi.org/10.1111/j.2044-8260.1997.tb01418.x.

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41

Westen, Drew, and Joel Weinberger. "Clinical Judgment in Science: Reply." American Psychologist 60, no. 6 (2005): 659–61. http://dx.doi.org/10.1037/0003-066x.60.6.659.

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42

Pfister, Marc, Stephan Jakob, Felix J. Frey, Ursula Niederer, Manfred Schmidt, and Hans-Peter Marti. "Judgment analysis in clinical nephrology." American Journal of Kidney Diseases 34, no. 3 (September 1999): 569–75. http://dx.doi.org/10.1016/s0272-6386(99)70088-0.

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43

Montauk, Lance, and Virginia L. Morrison. "Crime, confidentiality, and clinical judgment." Lancet 364 (December 2004): 46–47. http://dx.doi.org/10.1016/s0140-6736(04)17639-3.

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44

Dawes, R. "Representative thinking in clinical judgment." Clinical Psychology Review 6, no. 5 (1986): 425–41. http://dx.doi.org/10.1016/0272-7358(86)90030-9.

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45

Long, Thomas A. "Narrative unity and clinical judgment." Theoretical Medicine 7, no. 1 (February 1986): 75–92. http://dx.doi.org/10.1007/bf00489425.

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46

Runyon, Ernest H. "Hazardous Clinical Judgment In Tuberculosis." American Review of Respiratory Disease 133, no. 1 (January 1986): 175. http://dx.doi.org/10.1164/arrd.1986.133.1.175.

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47

Ibrahim, Azza Fathi, and Azza Anwar Aly. "Clinical judgment among nursing interns." Clinical Nursing Studies 6, no. 3 (January 28, 2018): 19. http://dx.doi.org/10.5430/cns.v6n3p19.

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Clinical judgment (CJ) is considered a vital and crucial ability for nurses that can help them to improve their practical or clinical capabilities, particularly in the internship period. Nursing interns pass through a transient period with significant job responsibilities. They face multifaceted issues, dilemmas, and problems that oblige them to use CJ skills. CJ is a talent and clever skill which should be acquired by nursing interns. The current study is a quantitative study that aims to determine CJ knowledge and skills among nursing interns in nursing practice. A descriptive exploratory design was used. A systematic random sample of 150 nursing interns out of 305 was selected and assigned as a survey group. The data was collected in internship training hospitals in Damanhur, Egypt (Damanhur Medical National Institute, El Raee El Saleh, El Farok and Kafer El Dawar Hospitals). One tool was used for data collection, the Clinical Judgment Evaluation Sheet (CJES), which included two parts. The first part was the Clinical Judgment Knowledge Test that was developed by the researchers to collect the necessary data regarding the CJ knowledge needs of nursing interns. The Lasater Clinical Judgment Rubric (LCJR) 2009 was the second part. It was developed based on Tanner’s work in 2006 and included eleven skills in the four phases delineated with CJ developmental skills (noticing, interpreting, responding, and reflecting). Results revealed that the nursing interns have a serious lack of knowledge about the concept of CJ in nursing practice. Additionally, they have a great deficiency in the knowledge about all phases of the CJ process in nursing practice. As well, they suffered from observed insufficiently CJ skills in the nursing practice, respectfully. These findings confirmed that the nursing interns in Damanhur governorate have necessitated to an educational program about CJ knowledge skills. In conclusion, there is an obvious and serious lack of nursing interns’ CJ knowledge and skills in nursing practice in Egypt. Therefore, CJ teaching programs or self-learning references are important for them for developing and improving CJ knowledge and skills. Nurse educators and preceptors should take initiative steps in developing teaching sessions, models, and instructional aides to empower their nursing intern’s students in CJ practice.
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48

Biklen, Douglas. "The Myth of Clinical Judgment." Journal of Social Issues 44, no. 1 (April 1988): 127–40. http://dx.doi.org/10.1111/j.1540-4560.1988.tb02053.x.

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49

Knottnerus, J. André, and Peter Tugwell. "Comprehensive evidence and clinical judgment." Journal of Clinical Epidemiology 112 (August 2019): v—vi. http://dx.doi.org/10.1016/j.jclinepi.2019.07.004.

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50

Edel, Elizabeth Morell. "Critical Thinking and Clinical Judgment." AORN Journal 93, no. 4 (April 2011): 514–15. http://dx.doi.org/10.1016/j.aorn.2010.12.016.

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