Faculty Perceptions of Student Use of Critical Thinking and Clinical Judgment in Prelicensure Alternative Pediatric Clinical Education

Both the changing healthcare environment and diverse pediatric care needs highlight the importance of exploring nontraditional clinical placements for entry-level pediatric nursing students to assess their critical thinking (CT) and clinical judgment (CJ). Many graduates are unprepared for pediatric care, creating safety risks and gaps in meeting children’s healthcare needs. The purpose of this study, guided by communities of practice theory, was to explore faculty experiences with and perceptions of CT and CJ use at alternative pediatric clinical sites for prelicensure undergraduate students in the Northeastern United States. Eleven nursing faculty with recent experience working in nontraditional pediatric sites and methods for evaluating CT and CJ were interviewed. Data analysis employed inductive thematic coding to identify two themes: available opportunities and the wholeness of the alternative experience. Faculty reported that alternative sites offered authentic learning experiences that fostered CT, captured under the theme Available Opportunities. The theme of Wholeness emphasized continuity, integrated learning environments, and structured reflection in promoting deeper learning. These findings suggest that alternative sites enrich teaching, support skill development, and align with CoP when creating intentional learning opportunities. This research cultivates positive social change by expanding the evidence base in pediatric nursing education and promoting improved practices across diverse healthcare settings. Future research should broaden the scope and methods by including diverse regions, larger samples, and student perspectives to enhance transferability and identify best practices for pediatric nursing education.