Cultivating Clinical Judgment Through Wound Building: A Teaching Innovation

Background: Wound care is a critical competency for prelicensure nursing students, yet opportunities for authentic, hands-on practice contribute to students' limited exposure and decreased confidence in wound assessments and management. Method: Following INACSL Standards, students constructed hyper-realistic wounds using low-cost everyday materials. Students then rotated though peer-created stations to perform assessments, determine wound staging, and develop care strategies. Faculty-led debriefing concluded the sessions, focusing on AACN Essentials and clinical judgment. Results: Statistical analysis ( N = 113) revealed significant gains from pretest ( M = 59.7) to posttest ( M = 80.6; p < .001). A large effect size (Cohen's d = 1.59) indicated substantial improvements in student knowledge and confidence. Qualitative themes included high engagement, improved theoretical application, and increased assessment confidence. Conclusion: This innovative activity effectively bridges the educational gap in wound care. By demonstrating measurable gains though a framework aligned with national standards, this scalable, low-cost strategy offers a validated model for nursing programs to cultivate clinical judgment in the classroom.