NR-302 Health Assessment I: CJSim Clinical Judgment Assignment
Course: NR-302: Health Assessment I
Assignment: CJSim Clinical Judgment Simulation (Lippincott Client Cases)
Point value: 50 points
Format: Simulation completion plus screenshot submission
Required score: 85% or higher on the assigned case
Required time: 15 minutes minimum per attempt
Submission: Canvas assignment dropbox
Context
Chamberlain University uses the CJSim assignment in NR-302 to test whether students can apply health assessment content inside a realistic patient encounter. The simulation platform, Lippincott Client Cases for Clinical Judgment, presents a patient scenario with an electronic health record, assessment findings, and decision points that require clinical judgment. The assignment is not a written paper and it is not a quiz. It is a performance task. Students must complete the assigned case, meet a score threshold, meet a time threshold, and submit visual evidence that both thresholds were met. The 2023 CJSim guidelines for Chamberlain pre-licensure courses specify three client options for NR-302: Abby Spir in the Health Assessment Unit, Camden Heller in the Fundamentals Unit, and Justin Smoake in the Fundamentals Unit (Chamberlain University, 2023). The same guidelines require an 85% score and a minimum of 15 minutes per interaction, with a screenshot that shows the student name, case title, date and time of completion, grade, and total time spent. The assignment carries 50 points and sits inside the Health Assessment I course sequence as a clinical judgment checkpoint rather than a content recall exercise.
Task
Select one of the three approved clients for NR-302. Complete the Lippincott Client Case as if the patient were a live assignment. Review the electronic health record, answer the embedded clinical judgment questions, and meet both the 85% score threshold and the 15-minute time threshold. Retake the case if either threshold is not met. Submit a screenshot to the Canvas dropbox that shows your name, the case title, the completion date and time, the grade, and the total time spent in the case.
Requirements and Instructions
- Open the CJSim Unit Census document in Canvas. The census lists the approved clients for NR-302. Do not complete a case that is not on the list. The three approved clients are Abby Spir, Camden Heller, and Justin Smoake. Selecting a different patient, even a patient from the same unit, will not satisfy the assignment requirements.
- Treat the simulation as a live patient assignment. Review the electronic health record before answering any question. Read the history, the vital signs, the assessment findings, and the medication record. The simulation is designed to reward students who gather data before acting. Students who click through the questions without reading the record consistently score below the 85% threshold.
- Meet the 85% score threshold. The platform calculates a percentage score at the end of the case. A score of 85% or higher satisfies the score criterion. The platform allows retakes. Use the retake option if the first attempt falls below 85%. The highest score counts, not the first score.
- Meet the 15-minute time threshold. The platform does not have a built-in timer. You must set your own timer before starting the case and stop it when the case ends. The screenshot must show the total time spent inside the case. A case completed in nine minutes, even with a score of 100%, does not meet the time criterion. The time threshold exists because the assignment assesses clinical judgment, not speed.
- Capture a compliant screenshot. The screenshot must show five elements: your name, the case title, the date and time of completion, the grade, and the total time spent. A screenshot that cuts off the time or the grade will be returned. A screenshot taken from a phone camera rather than a screen capture may lose the grade field and will not satisfy the requirement. Use the platform’s own results screen and capture the full window.
- Submit the screenshot to the Canvas dropbox. The submission is the screenshot, not a written reflection. Do not submit a Word document with a paragraph about what you learned. The assignment instructions require visual evidence of completion. A text summary without the screenshot earns zero points because the grader cannot verify the score or the time.
- Complete the case before the module deadline. The CJSim assignment is tied to the health assessment content for the week. Completing the case after the content has moved on reduces the learning value and may conflict with the course schedule. The Late Assignment Policy applies.
- Retain a copy of the screenshot. The platform results screen may not remain accessible after the course closes. Save the screenshot to your own device as well as uploading it to Canvas. A grade dispute without the screenshot is difficult to resolve.
Grading Rubric
| Criteria | Points | Weight | Meets requirement | Partially meets | Does not meet |
|---|---|---|---|---|---|
| Approved client selected | 10 | 20% | Case completed is one of the three approved NR-302 clients: Abby Spir, Camden Heller, or Justin Smoake | Case is from the correct platform but is not on the approved NR-302 list | No case completed, or the case is from a different course’s approved list |
| Score threshold | 15 | 30% | Screenshot shows a score of 85% or higher | Score is between 75% and 84%, or the score is visible but the percentage is unclear | Score is below 75%, or no score is visible in the screenshot |
| Time threshold | 15 | 30% | Screenshot shows a total time of 15 minutes or more | Time is between 10 and 14 minutes, or the time field is partially obscured | Time is below 10 minutes, or no time is visible |
| Screenshot completeness | 10 | 20% | Screenshot shows all five required elements: student name, case title, date and time, grade, and total time | Screenshot shows four of the five elements | Screenshot shows three or fewer elements, or the submission is not a screenshot |
| Total | 50 | 100% |
Sample Answer: Documenting the CJSim Completion
The screenshot submission for this assignment does not require a narrative, but students often add a brief note in the dropbox comment field that helps the grader verify the submission. A compliant note reads: “NR-302 CJSim submission. Client: Abby Spir. Attempt completed on 14 September at 20:42. Score: 92%. Total time: 22 minutes. Screenshot attached.” That note repeats the five required elements and gives the grader a quick cross-check against the image. The screenshot itself should show the results screen with the student name in the platform header, the case title, the completion timestamp, the percentage score, and the time field. A student who completes the case in 13 minutes and scores 88% has met the score criterion but not the time criterion and should retake the case rather than submit the first attempt. Simulation research supports the time threshold as a proxy for engagement with the clinical judgment process rather than a speed test; a systematic review of simulation-based education found that meaningful clinical judgment gains depend on sustained interaction with the scenario rather than rapid completion (Park & Jun, 2023). The Chamberlain CJSim guidelines make the same assumption explicit by pairing the score threshold with a minimum time requirement (Chamberlain University, 2023). Students who treat the time requirement as a formality often submit screenshots that show 11 or 12 minutes and then lose points on the time criterion without understanding why.
Reading the EHR Before Acting
The electronic health record in Lippincott Client Cases contains the assessment data the case expects you to use. Students who skip the record and answer from general knowledge often miss unit-specific findings such as a blood pressure difference between arms or a medication that explains a reported symptom. The platform is built on the NCSBN Clinical Judgment Measurement Model, which organizes the case around recognizing cues, analyzing them, forming hypotheses, generating solutions, taking action, and evaluating outcomes (Wolters Kluwer, 2024). That sequence only works if the student reads the cues first. A student who clicks through the record without reading it is functionally guessing at the recognize-cues layer and will lose points on the later layers. The fix is simple: open the record, read every section, write down the abnormal findings on scratch paper, and then answer the questions. The scratch paper does not count toward the time threshold in a harmful way because the time threshold rewards engagement, not speed.
Common Misconception: A High Score Is Enough
A frequent error in CJSim submissions is treating the 85% score as the only requirement and ignoring the time threshold. The two criteria operate independently. A student can score 100% in eight minutes by recognizing the pattern quickly, and that submission still fails the time criterion because the assignment is designed to assess clinical judgment under conditions that require sustained attention. Another misconception is that the retake option is a penalty. The guidelines explicitly allow retakes until both criteria are met (Chamberlain University, 2023). Students should use the retake without hesitation. A third misconception is that the screenshot can be edited or cropped to show only the score. The rubric requires five elements, and a cropped screenshot that hides the time field fails the completeness criterion even if the score is visible. The platform results screen displays all five elements together; capture the whole screen.
Selecting the Right Client for NR-302
The three approved clients are not interchangeable across courses. Abby Spir belongs to the Health Assessment Unit, which aligns most directly with NR-302 content. Camden Heller and Justin Smoake belong to the Fundamentals Unit, which means their cases lean toward foundational nursing actions rather than health assessment technique. Students who want the closest match to the NR-302 learning outcomes should select Abby Spir first. Students who select Camden Heller or Justin Smoake are still compliant with the assignment because the guidelines list all three for NR-302, but the case content will emphasize fundamentals rather than assessment. A student who completes a case from a different course’s approved list, such as the NR-442 community health client Ezekiel Baptiste, has not completed the NR-302 assignment regardless of the score. The census document in Canvas is the authoritative list, not a general Lippincott catalog.
Why the Screenshot Is the Deliverable
The assignment does not ask for a reflection paper because the simulation platform already records the student’s decisions. The screenshot is the only evidence the grader has that the case was completed by the student who submitted it. A screenshot that lacks the student name could have been completed by anyone. A screenshot that lacks the date and time could have been completed in a previous term. A screenshot that lacks the grade or time cannot be scored against the rubric. Students should capture the results screen immediately after the case ends, before navigating away from the platform. If the platform logs the student out or the browser crashes, the results may not be recoverable. The Canvas dropbox submission should happen in the same sitting as the case completion. A screenshot taken days later, after the platform has archived the attempt, may not display the same fields. The assignment is low-stakes in terms of writing volume but high-stakes in terms of evidence discipline.
Conclusion
The NR-302 CJSim assignment tests clinical judgment through a simulation rather than a paper. The requirements are narrow and the rubric is unforgiving on evidence. Pick one of the three approved clients. Read the electronic health record before answering. Meet the 85% score threshold and the 15-minute time threshold, and retake the case if either falls short. Capture a screenshot that shows your name, the case title, the date and time, the grade, and the total time. Submit that screenshot to the Canvas dropbox. The assignment does not reward length or reflection; it rewards verified completion of a clinical judgment task. Students who treat the time threshold as a speed test or the screenshot as an afterthought lose points that are entirely avoidable.
References
Chamberlain University. (2023). CJSim assignment guidelines: Promoting clinical judgment skills. Chamberlain University.
Park, J. M., & Jun, S. (2023). The effects of simulation-based education on the communication and clinical judgment of nursing students and nurses: A systematic review and meta-analysis. Journal of Korean Academic Society of Nursing Education, 29(3), 203–224. https://doi.org/10.5977/jkasne.2023.29.3.203
Wolters Kluwer. (2024). Lippincott Client Cases for Clinical Judgment. https://www.wolterskluwer.com/en/solutions/lippincott-nursing-education/lippincott-client-cases-for-clinical-judgment
National Council of State Boards of Nursing. (2023). NCSBN Clinical Judgment Measurement Model. https://www.ncsbn.org/clinical-judgment-measurement-model.page
Alshehri, F. D., Jones, S., & Harrison, D. (2023). The effectiveness of high-fidelity simulation on undergraduate nursing students’ clinical reasoning-related skills: A systematic review. Nurse Education Today, 121, 105679. https://doi.org/10.1016/j.nedt.2022.105679
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How to complete the NR-302 CJSim clinical judgment assignment and meet the 85 percent score plus 15-minute time rules?
Completing the NR-302 CJSim Clinical Judgment Assignment
Successful completion of the NR-302 Health Assessment I CJSim requires selection of an approved client, thorough review of the electronic health record before any decision points, simultaneous achievement of an 85 percent score and a minimum 15-minute interaction, and submission of a single screenshot that displays five required data fields. The assignment functions as a performance checkpoint rather than a written reflection or content quiz. It measures the student’s ability to apply assessment knowledge inside an unfolding patient scenario built on the NCSBN Clinical Judgment Measurement Model.
Approved Client Selection
The CJSim Unit Census document lists only three valid clients for NR-302: Abby Spir from the Health Assessment Unit, Camden Heller from the Fundamentals Unit, and Justin Smoake from the Fundamentals Unit. Any other case, even one drawn from the same Lippincott platform or a later course such as community health, fails the first rubric criterion and earns zero points for client selection. Abby Spir aligns most closely with the health assessment content of the course because the scenario centres on data gathering and cue recognition rather than foundational procedural actions. Students who prefer a fundamentals emphasis may choose Camden Heller or Justin Smoake without penalty, provided the case appears on the official census.
EHR Review as the Foundation of Cue Recognition
The Lippincott platform presents an evolving electronic health record that contains history, vital signs, physical findings and the medication list. Students who open every section, note abnormal values on scratch paper, and only then answer the embedded questions consistently reach the 85 percent threshold. Those who click forward on general knowledge alone miss unit-specific cues such as inter-arm blood-pressure differences or medication side-effects that explain reported symptoms. The platform organises decision points around the six cognitive operations of the NCSBN model: recognise cues, analyse cues, prioritise hypotheses, generate solutions, take action and evaluate outcomes. Reading the record first supplies the raw data required at the recognise-cues layer; subsequent layers then rest on accurate analysis rather than guesswork.
Research on simulation-based education supports this sequence. A systematic review and meta-analysis found that simulation practices improve undergraduate nursing students’ clinical decision-making skills when learners engage with complete scenario data before selecting actions (Görücü, Türk and Karaçam, 2024). Another review confirmed that high-fidelity and screen-based simulations enhance clinical judgment scores when students receive structured opportunities to interpret assessment findings (Alshehri, Jones and Harrison, 2023).
Dual Thresholds of Score and Time
The platform calculates a percentage score at the end of each attempt. An 85 percent result or higher satisfies the score criterion; scores between 75 and 84 percent earn partial credit, while anything below 75 percent or an invisible score earns none. Retakes are permitted and the highest score counts. The time threshold operates independently. Students must start an external timer before entering the case and stop it when the results screen appears. A total interaction of 15 minutes or longer meets the requirement; times between 10 and 14 minutes receive partial credit, and anything under 10 minutes fails.
The dual criteria prevent rapid pattern recognition from substituting for sustained clinical reasoning. A student who finishes in eight minutes with a perfect score still fails the time criterion because the assignment assesses engagement with the judgment process, not speed. Simulation literature links meaningful gains in clinical judgment to prolonged interaction with scenario data rather than brief exposure (Park and Jun, 2023). Chamberlain guidelines make the same link explicit by pairing the percentage floor with a minimum duration (Chamberlain University, 2023).
Screenshot Completeness and Submission Discipline
The sole deliverable is a screenshot of the results screen that simultaneously displays the student’s name in the platform header, the exact case title, the completion date and time stamp, the percentage grade, and the total time spent. Cropped images, phone photographs that obscure fields, or screenshots missing any of the five elements fail the completeness criterion. Students should capture the full window immediately after the case ends, save a local copy, and upload the image to the Canvas dropbox in the same sitting. A brief comment that restates the five elements provides the grader with a quick cross-check but is optional; the image alone constitutes the graded submission.
Alignment with Clinical Judgment Frameworks and Evidence
Lippincott Client Cases map directly onto Layer 3 of the NCSBN Clinical Judgment Measurement Model, guiding students through the six measurable cognitive skills required for Next Generation NCLEX performance (National Council of State Boards of Nursing, 2023; Wolters Kluwer, 2024). Screen-based cases therefore serve as low-stakes practice for the same decision sequence tested on the licensure examination. Meta-analyses of simulation interventions report consistent improvements in decision-making ability, knowledge application and clinical judgment scores when students work through complete patient data sets under timed but unhurried conditions (Görücü, Türk and Karaçam, 2024; Hambach, Cantrell and Mariani, 2023). The NR-302 assignment operationalises these findings by requiring both accuracy and duration.
Common Errors and Corrective Actions
Three recurring mistakes produce avoidable point loss. First, students treat the 85 percent score as the only requirement and submit attempts completed in 11 or 12 minutes. Second, they crop the screenshot to highlight the grade while hiding the time field. Third, they select a case that does not appear on the NR-302 census. Each error is independent of clinical knowledge and therefore fully preventable. The corrective sequence is simple: confirm the client on the census document, start an external timer, read the entire record before answering, continue until both thresholds are met, capture the full results screen, and upload immediately.
Clinical judgment develops through deliberate, sustained interaction with realistic data rather than rapid completion or post-hoc reflection papers. The NR-302 CJSim therefore rewards verified performance on an approved client under the dual constraints of accuracy and time, documented by a single compliant screenshot.
References
Alshehri, F.D., Jones, S. and Harrison, D. (2023) ‘The effectiveness of high-fidelity simulation on undergraduate nursing students’ clinical reasoning-related skills: A systematic review’, Nurse Education Today, 121, article 105679. Available at: https://doi.org/10.1016/j.nedt.2022.105679
Chamberlain University (2023) CJSim assignment guidelines: Promoting clinical judgment skills. Chicago: Chamberlain University.
Görücü, S., Türk, G. and Karaçam, Z. (2024) ‘The effect of simulation-based learning on nursing students’ clinical decision-making skills: Systematic review and meta-analysis’, Nurse Education Today, 140, article 106270. Available at: https://doi.org/10.1016/j.nedt.2024.106270
Hambach, C., Cantrell, M.A. and Mariani, B. (2023) ‘A program of simulated learning experiences to develop clinical judgment and clinical competence among sophomore baccalaureate nursing students’, Clinical Simulation in Nursing, 80, pp. 55–63. Available at: https://doi.org/10.1016/j.ecns.2023.04.005
National Council of State Boards of Nursing (2023) NCSBN Clinical Judgment Measurement Model. Available at: https://www.ncsbn.org/clinical-judgment-measurement-model.page
Park, J.M. and Jun, S. (2023) ‘The effects of simulation-based education on the communication and clinical judgment of nursing students and nurses: A systematic review and meta-analysis’, Journal of Korean Academic Society of Nursing Education, 29(3), pp. 203–224. Available at: https://doi.org/10.5977/jkasne.2023.29.3.203
Wolters Kluwer (2024) Lippincott Client Cases for Clinical Judgment. Available at: https://www.wolterskluwer.com/en/solutions/lippincott-nursing-education/lippincott-client-cases-for-clinical-judgment
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