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Quasi-experimental project enhances cue recognition and clinical judgment in nursing students, suggesting effective teaching methods.
Background Final-semester undergraduate nursing students often face challenges demonstrating clinical judgment, particularly when prioritizing care in high-acuity, time-sensitive situations. Branching pathway simulation (BPS) immerses students in unfolding scenarios requiring sequential decision-making, real-time feedback, and reflection, making it well suited to address students' learning needs. Method This quality improvement project used a quasi-experimental design with nonrandomized group assignment and post-intervention comparison between two student groups: one with branching pathway simulation and the other with a traditional linear simulation. Outcomes included time to sepsis recognition, Creighton Competency Evaluation Instrument 2.0 (CCEI 2.0) scores, and Simulation Effectiveness Tool–Modified (SET-M) ratings. Results Students in the branching pathway group demonstrated faster sepsis recognition (8.46 vs. 19.83 minutes; p = .011; g=1.47) and higher competency scores (96.36% vs. 79.55%; p = .001; g=2.13). SET-M scores were high overall (2.70-3.00), with strongest ratings in debriefing and clinical judgment. Conclusion Branching pathway simulation enhances cue recognition, clinical judgment, and perceived simulation effectiveness among final-semester undergraduate nursing students.
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Delgatti et al. (2026) studied this question.
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