Effect of Applying SCAMPER Technique for Creative Thinking on Senior Nursing Students’ Clinical Judgment Skills

Abstract

Background: Applying strategies to develop nursing students’ creative thinking to manage clinically challenging situations is the prime role of nursing education to support their decision-making and clinical judgment skills. Aim: The aim of this study was to determine the effect of applying SCAMPER technique for creative thinking on senior nursing students’ clinical judgment skills. Setting: The study was conducted at Tanta University- Faculty of Nursing. Subjects: (300) senior nursing students. Tools: Three tools were used SCAMPER Technique and Clinical Judgment Knowledge Questionnaire, SCAMPER Technique Checklist and Lasater’s Clinical Judgment Rubric. Results: 73.3% of the experimental senior nursing students had a low knowledge level regarding SCAMPER per-intervention, but 73.3% had high level post-intervention. Also 96.0% had unsatisfactory level of practicing creative thinking at pre-intervention, and post-intervention 92.7% had satisfactory level. Pre-intervention 85.3% of the experimental senior nursing students had a low clinical judgment knowledge level and post-intervention 56.0% had high level. Also 96.1% of the experimental senior nursing students’ fall in the beginning stage of practicing clinical judgment pre-intervention, but post–intervention 42.8% fall in accomplished stage. Conclusion: Applying SCAMPER technique enhanced senior nursing students’ clinical judgment. Recommendations: Nursing faculties need to integrate knowledgebase about creative thinking and clinical judgment in the undergraduate curricula to enhance students’ creativity and improve autonomous nursing interventions.