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12-220192 ©2022 Chamberlain University LLC. All rights reserved. 0822pflcpeADA Chamberlain University | National Management Offices | 500 W. Monroe St., Suite 28 | Chicago, IL 60661 The Clinical Judgment Measurement Model Page 1 of 2 THE CLINICAL JUDGMENT MEASUREMENT MODEL The Clinical Judgment Measurement Model (CJMM) identifies six cognitive skills needed to make appropriate clinical judgments. Complete the following section using the CJMM and reflecting on all the data/cues (Assessment, Labs/Diagnostics, Prescriptions/Orders and Patient Information) from your assigned patient. Recognize Cues – Identify relevant and important information from different sources (e.g., medical history, vital signs). List the data/cues that are relevant and are interpreted as clinically significant. Significant Data/Cue 1 Significant Data/Cue 2 Significant Data/Cue 3 Significant Data/Cue 4 Significant Data/Cue 5 Analyze Cues – Organizing and linking the recognized cues to the client’s clinical presentation. Interpret the relevant clinical data/cues. Identify the top three most likely problems. Is additional data needed to confirm the clinical significance of the cues at this point? Be specific; what additional data is needed to confirm? Potential Problem 1 Potential Problem 2 Potential Problem 3 Additional Data Additional Data Additional Data Prioritize Hypothesis – Evaluating and ranking hypotheses according to priority (urgency, likelihood, risk, difficulty, time, etc.). Of the potential problems you identified, which problem(s) is most likely present? Which problem is the most concerning and why?
RECOGNIZE CUES
ANALYZE CUES
PRIORITIZE HYPOTHESIS
GENERATE SOLUTIONS
TAKE ACTION
EVALUATE OUTCOMES
ASSESSMENT ANALYSIS PLANNING IMPLEMENTATION EVALUATION
12-220192 ©2022 Chamberlain University LLC. All rights reserved. 0822pflcpeADA Chamberlain University | National Management Offices | 500 W. Monroe St., Suite 28 | Chicago, IL 60661 The Clinical Judgment Measurement Model Page 2 of 2 Generate Solutions – Identifying expected outcomes and using hypotheses to define a set of interventions for the expected outcomes. Based on the most urgent problem, what are the priority actions/interventions? For each priority action, what are the desired outcomes? Priority Action/Intervention 1 Priority Action/Intervention 2 Priority Action/Intervention 3 Expected Outcomes Expected Outcomes Expected Outcomes Are there any interventions or actions that should be avoided? Include rationale. Take Action – Implementing the solution(s) that addresses the highest priorities. How should the interventions or actions above be accomplished? (Performed, administered, requested, communicated, taught, documented, etc..). List environmental and/or individual factors impacting the ability of the nurse to generate solutions and take action. Environmental Factor 1 Individual Factor 1 Environmental Factor 2 Individual Factor 2 Environmental Factor 3 Individual Factor 3 Evaluate Outcomes – Comparing observed outcomes against expected outcomes. Compare observed outcomes to expected outcomes – has the patient’s status improved, declined or remain unchanged? Does the observed outcome match expected outcome? If not, what are the additional actions/interventions that should be considered? Observed Outcomes Observed Outcomes Observed Outcomes Matches Expected Outcome? Matches Expected Outcome? Matches Expected Outcome? If the patient status has not improved, what other issues may be present? List environmental and/or individual factors impacting the achievement of outcomes. Environmental Factor 1 Individual Factor 1 Environmental Factor 2 Individual Factor 2 Environmental Factor 3 Individual Factor 3
- Significant Data/Cue 1:
- Potential Problem 1:
- Additional Data:
- Prioritize Hypothesis:
- Additional Data 1:
- Additional Data 2:
- Potential Problem 2:
- Potential Problem 3:
- Significant Data/Cue 2:
- Significant Data/Cue 3:
- Significant Data/Cue 4:
- Significant Data/Cue 5:
- Priority Action/Intervention 4:
- Expected Outcomes 3:
- Expected Outcomes 4:
- Expected Outcomes 5:
- Are there any interventions or actions that should be avoided? 1:
- Take Action 4:
- Environmental Factor 7:
- Observed Outcomes 3:
- Matches Expected Outcome? 3:
- what other issues may be present 3:
- what other issues may be present 4:
- what other issues may be present 5:
- Matches Expected Outcome? 4:
- Matches Expected Outcome? 5:
- Observed Outcomes 4:
- Observed Outcomes 5:
- Environmental Factor 8:
- Individual Factor 7:
- Individual Factor 8:
- Individual Factor 9:
- Individual Factor 10:
- Individual Factor 11:
- Individual Factor 12:
- Environmental Factor 9:
- Environmental Factor 10:
- Environmental Factor 11:
- Environmental Factor 12:
- Take Action 5:
- Take Action 6:
- Priority Action/Intervention 5:
- Priority Action/Intervention 6:
Purpose Use interactive simulation and reflection questions to enhance knowledge, skills, and attitudes in assessment and clinical judgment. Course outcomes: This assignment enables the student to meet the following course outcomes: