An investigation into the impact of approaches to learning on final-year student nurses’ clinical decision-making


Joshua, B. and Ingram, A. 2020. An investigation into the impact of approaches to learning on final-year student nurses’ clinical decision-making. Nurse Education in Practice. 49 (Art. 102918).
AuthorsJoshua, B. and Ingram, A.

This research aimed to investigate whether a correlation exists between students’ approach to learning and clinical decision-making and to determine whether an educational learning intervention would impact on clinical decision-making outcomes. Tait, Entwistle and McCune’s Approaches to Study Skills for Students (ASSIST) and Jenkins’ Clinical Decision Making Nursing Scale (CDMNS) was administered to a convenience sample of adult nursing students (n = 78) at a university in central London, UK, at the beginning of the final year of their nursing course and, following the learning intervention, again at the end of the year. Pre-intervention, 38% of participants predisposed to the surface approach to learning; post-intervention, less than 8%. Clinical decision-making scores were statistically significantly higher for students adopting the strategic approach at the pre-intervention point and significantly higher for those adopting the deep approach at the post-intervention point. At both pre- and postintervention data collection points there was a negative correlation between the surface approach and clinical decision-making scores. Findings indicate a statistically significant relationship exists between participants’ approach to learning and their clinical decision-making. Changing from the surface to either the strategic or deep approach to learning is shown to impact positively on clinical decision-making outcomes.

JournalNurse Education in Practice
Journal citation49 (Art. 102918)
Accepted author manuscript
File Access Level
Digital Object Identifier (DOI)
Publication dates
Online09 Nov 2020
Publication process dates
Accepted04 Nov 2020
Deposited09 Nov 2020
Copyright holder© 2020 Elsevier
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License: CC BY-NC-ND 4.0
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