Effects of a Modified Version of Illness-Wellness Continuum Framework on Nursing Students’ Critical Thinking and Clinical Judgment
Shu-Yi Wang, Chia-Lin Tsai, Lacey CrossBackground:
As health care evolves, nursing faculty need to continuously update the curriculum. Theories and models help students grasp abstract critical thinking concepts that underpin clinical reasoning.
Purpose:
To evaluate how integrating the Illness-Wellness Continuum model into the nursing curriculum affects undergraduate students’ critical thinking and clinical judgment.
Methods:
This was a study of 127 students in a medical-surgical nursing course using the Critical Thinking Self-Assessment Scale and a clinical judgment tool.
Results:
Clinical judgment scores improved significantly (
Conclusions:
The Modified Illness-Wellness Continuum model effectively bridges foundational medical knowledge with nursing practice, fostering critical thinking and clinical judgment in undergraduate nursing students.