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<h4>Background</h4>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.<h4>Purpose</h4>To evaluate how integrating the Illness-Wellness Continuum model into the nursing curriculum affects undergraduate students' critical thinking and clinical judgment.<h4>Methods</h4>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.<h4>Results</h4>Clinical judgment scores improved significantly (P < .001) from course start (4.87 ± 0.60) to end (5.38 ± 0.49), as did critical thinking scores (4.47 ± 0.67; 4.96 ± 0.70). Age and gender showed no significant effects, although the relationship between critical thinking and clinical judgment strengthened significantly (Fisher z = 2.64, P = .014).<h4>Conclusions</h4>The Modified Illness-Wellness Continuum model effectively bridges foundational medical knowledge with nursing practice, fostering critical thinking and clinical judgment in undergraduate nursing students.

Abstract: PubMed · Datensatz