Impact of Instructor-Led Zoom Participation on Clinical Judgment Development in Undergraduate Nursing Students

Amber Gentry, Grand Canyon University 

Kimberly Presto, Grand Canyon University 

Abstract

The educational landscape is undergoing rapid transformation, necessitating a deeper understanding of students’ evolving needs. In nursing education, the increasing prevalence of remote and hybrid learning models has brought significant changes to traditional teaching practices. A literature review highlights key themes, including the influence of delivery modality, student engagement, and the development of clinical judgment skills. To explore these dynamics, a quantitative study examined the impact of active participation in instructor-led, live Zoom sessions on the acquisition of clinical judgment skills among undergraduate nursing students. Despite expectations, data analysis revealed no statistically significant relationship between participation in these sessions and overall exam performance. These findings suggest that while virtual learning modalities are becoming more common, their specific influence on critical nursing competencies like clinical judgment remains inconclusive. Further research is essential to identify the most impactful factors that shape student outcomes in hybrid educational settings and to optimize strategies for fostering clinical competency in remote learning environments.

Keywords: asynchronous learning, blended learning, clinical judgment, clinical reasoning, critical thinking, nursing education and online learning, passive and active learning and engagement and online learning, participation, pedagogy, problem-based learning, remote and ABSN and synchronous, student engagement, synchronous virtual meetings and impact on learning, web-based learning

Keywords: Loom, loom video, online learning, online faculty, online learners, online instruction