Impact of a Structured Instructional Approach on Nursing Students Clinical Reasoning A Quasi-Experimental Study

Development, Validation, and Evaluation of a Clinical Reasoning Model for Malaysian Nursing Students

Status

Active, not recruiting

Phases

Phase 3

Study type

Interventional

Source

TCTR

Registry ID

TCTR20250508001

Enrollment

Registered

2025-05-08

Start date

2024-03-18

Completion date

Unknown

Last updated

2026-08-03

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Healthy nursing students with focus on improving clinical reasoning ability Clinical reasoning, Nursing education, Undergraduate nursing students, Educational intervention, Cognitive skills

Interventions

A structured instructional approach was implemented over 11 weeks within a medical-surgical nursing course. The intervention comprised four instructional elements: (1) structured demonstrations of cli

Experimental Behavioral

Structured instructional approach to enhance clinical reasoning

Eligibility

Sex/Gender

All

Age

18 Years to 60 Years

Inclusion criteria

Inclusion criteria: 1. Year 2 undergraduate nursing students 2. Enrolled in medical-surgical course 3. Provided informed consent

Exclusion criteria

Exclusion criteria: 1. Students not enrolled in the course 2. Student who declined consent

Design outcomes

Primary

Measure	Time frame
Clinical reasoning ability (information processing and problem identification, setting goals) Baseline, mid-intervention (week 5), post-intervention (week 11), and follow-up (after clinical practicum-week 15) Key Feature Questions (KFQs) scores,Clinical reasoning (reflection on all stages of clinical reasoning based on a real patient under the care) pre-intervention (Year 2 Semester 1) and post-intervention (Year 2 Semester 2) Case study analysis rubric scores,Clinical reasoning (observable performance in clinical practicum as rated by clinical supervisor) pre-intervention (Year 1 Semester 2 and Year 2 Semester 1) and post-intervention (after practicum, Year 2 Semester 2) Clinical supervisor evaluation ratings (standard faculty practicum assessment rubric),Self-perceived clinical reasoning ability baseline, post-intervention, and follow-up Nurses Clinical Reasoning Scale (NCRS) scores	—

Measure

Time frame

Clinical reasoning ability (information processing and problem identification, setting goals) Baseline, mid-intervention (week 5), post-intervention (week 11), and follow-up (after clinical practicum-week 15) Key Feature Questions (KFQs) scores,Clinical reasoning (reflection on all stages of clinical reasoning based on a real patient under the care) pre-intervention (Year 2 Semester 1) and post-intervention (Year 2 Semester 2) Case study analysis rubric scores,Clinical reasoning (observable performance in clinical practicum as rated by clinical supervisor) pre-intervention (Year 1 Semester 2 and Year 2 Semester 1) and post-intervention (after practicum, Year 2 Semester 2) Clinical supervisor evaluation ratings (standard faculty practicum assessment rubric),Self-perceived clinical reasoning ability baseline, post-intervention, and follow-up Nurses Clinical Reasoning Scale (NCRS) scores

—

Secondary

Measure	Time frame
Cognitive self-regulation: Metacognitive and self-regulated learning (in general) baseline, post-intervention, and follow-up Metacognitive Awareness Inventory (MAI) scores,Self-regulation in clinical practice: Students motivation and learning strategies during clinical practice baseline, post-intervention, and follow-up Self-Regulated Learning Scale in Clinical Nursing Practice (SRLS-CNP) scores	—

Countries

Malaysia

Contacts

Public ContactChai Li Sze

Universiti Malaysia Sarawak, Universiti Sains Malaysia

lschai@unimas.my6082575062

Outcome results

None listed

Source: TCTR (via WHO ICTRP) · Data processed: Aug 10, 2026