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The practice of nursing requires the application of different mechanisms in diagnosing the required prevention towards a given medical need. The action undertaken by the doctor depends on the clinical judgment; such an action can affect the client in case of wrong judgments. Clinical judgment is a complex process that entails the application of both experience and knowledge. Some situations within the clinical practice only work well if a person has adequate information. According to Alfaro-LeFevre (2013), nurses face several complicated processes, and, therefore, must decide on the priorities without taking sides. In such cases, the prior information on the condition is essential. In addition, complicated processes such as decisions on discharges and admissions need adequate knowledge for such judgments, which, sometimes, are contrary to the stand of the family and other interested parties. The power of education is essential in medication providing adequate analysis of symptoms.
Clinical judgment involves both political and social influence. The ability of the nurse to understand the interrelationship between these two norms requires an experience bound to the understanding of the problem. An understanding of the patients socioeconomic factors provides the foundation during decision-making (Catalano, 2013). Besides, the tests and treatments offered in one way or another relate to such practices. An experience on the culture, social groups styles, and habits among other factors require a nursing judgment with perceptual skills. An experienced nurse usually provides quick action since they possess immediate clinical grasp, unlike a beginning nurse who must analytically reason out before making clinical judgments.
As many assumptions suggest that the clinical judgment depends on the information tabled by the nurse, the objective information of the nurse based on its knowledge is important in the final decision. Some issues are at times complicated such that application of a singular strategy through either experience or knowledge does not apply. For instance, the understanding of the use of heuristics and fingerprinting require trained statisticians who have knowledge in that area of clinical judgment. Moreover, a cognitive process of solving the problem requires adequate information, especially an understanding of the mental memory that requires adequate knowledge that prevents further complications that may arise later. Cases involving the diagnosis of the mind are crucial, and, therefore, a combination of both experience and knowledge works best in predicting the final decision before the completion of the act (Tanner, 2006).
Theoretical perspectives such as assessment and management of pain, especially among the elderly require knowledge and experience of the continual confusion and wrong interpretation common among the elderly. In most cases, the aged individuals usually provide adequate information; therefore, reaching the final decision for diagnosis requires a prior dealing with such individuals. Tanner (2006) asserts that the interpretation of the narrative accounts of critical thinking is a requirement in problem-solving. Through the existence of a wide variety of research questions that needs analysis before diagnosis, the decision arrived at depends on the profound knowledge and philosophical understanding of the problem. Moreover, an understanding of the person and the pattern of life of the person is a basic clue that is developed only through experience (Alfaro-LeFevre, 2013).
Occasionally, new nurses or beginners perform clinical assessments, and thereafter, refer from a textbook comparing such clinical assessments with the signs and symptoms of the patient. At times, a mismatch occurs between the expected and the actual clinical undertakings. A rational analytical process is essential in cases where there are a series of diagnoses. Under such cases, experience is important in applying the best alternative.
The aspect of acquiring ideas and knowledge without having an exact idea of how one received them is intuition. Besides, it defines ones ability to acquire information distinctly and inherently, allowing reaction without thought. Intuition does not involve consciousness and reasoning or rather any form of inference. In this case, the thoughts and reactions are automatically triggered because the mind has already internalized the desired response (Catalano, 2013). The quality of intuition determines a nurses level of proficiency and experience within the clinical nursing professional. Therefore, proficiency and experience within clinical nursing tend to increase significantly from the beginner to an expert through application of intuitional judgment. Even though intuition plays an important role in addressing emerging issues, it is not advisable to rely much on clinical intuition since it comes because of earlier impressions. Additionally, automatic clinical judgment goes beyond the first impression. Tanner (2006) argues that instead of admonishing nurses not to rely much on their intuitions, it is recommended to acknowledge the need to understand different intuitive processes in order to determine associated failures and successors. Besides, it is not clear the accuracy of the clinical intuitions that nurses assess while making judgments. While making a moral judgment within clinical nursing, it is noteworthy to understand principals and casuistry intuitions.
There is a need to integrate epistemic justification and enthusiasm to dispense the required results. Notably, the integration of epistemic justification and enthusiasm is necessary for developing efficient and effective intuitional judgments within the clinical judgment. Whenever the clinical decisions are not justifiable, comprehending the procedure followed might be difficult. In addition, it is important to involve justified moral beliefs when developing clinical intuitions, as it contributes to the required ethics and principles within clinical nursing.
References
Alfaro-LeFevre, R. (2013). Critical thinking, clinical reasoning, and clinical judgment: A practical approach. St. Louis, MO: Saunders/Elsevier.
Catalano, J. T. (2013). Nursing now!: Todays issues, tomorrows trends (6th ed.). Philadelphia, PA: F.A. Davis Co.
Tanner, C. A. (2006). Thinking Like a Nurse: A Research-Based Model of Clinical Judgment in Nursing. Journal of Nursing Education, 45(6), 204-210.
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