scholarly journals Approaches to Clinical Reasoning Assessment

2020 ◽  
Vol 95 (8) ◽  
pp. 1285-1285
Author(s):  
Juan N. Lessing ◽  
Patrick Rendón ◽  
Steven J. Durning ◽  
Justin J. Roesch
Keyword(s):  
Clinical Reasoning ◽  
Clinical Reasoning Assessment

scholarly journals Clinical Reasoning Assessment Methods

2019 ◽  
Vol 94 (6) ◽  
pp. 902-912 ◽  
Author(s):  
Michelle Daniel ◽  
Joseph Rencic ◽  
Steven J. Durning ◽  
Eric Holmboe ◽  
Sally A. Santen ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Assessment Methods ◽  
Clinical Reasoning Assessment

scholarly journals On line clinical reasoning assessment with Script Concordance test in urology: results of a French pilot study

2006 ◽  
Vol 6 (1) ◽  
Author(s):  
Louis Sibert ◽  
Stefan J Darmoni ◽  
Badisse Dahamna ◽  
Marie-France Hellot ◽  
Jacques Weber ◽  
...  
Keyword(s):  
Pilot Study ◽  
Clinical Reasoning ◽  
Script Concordance Test ◽  
On Line ◽  
Concordance Test ◽  
Clinical Reasoning Assessment ◽  
Script Concordance

scholarly journals Psychometric properties of a clinical reasoning assessment rubric for nursing education

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
JuHee Lee ◽  
Chang Gi Park ◽  
Sung Hae Kim ◽  
Juyeon Bae
Keyword(s):  
Factor Analysis ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Content Validity ◽  
Case Vignette ◽  
Validity And Reliability ◽  
Validity Indices ◽  
Clinical Reasoning Assessment ◽  
Assessment Rubric

Abstract Background Clinical reasoning is a vital competency for healthcare providers. In 2014, a clinical reasoning assessment rubric (CRAR) composed of analysis, heuristics, inference, information processing, logic, cognition and meta-cognition subdomains was developed for osteopathy students. Methods This study was conducted to verify the validity and reliability of the CRAR in nursing education. A total of 202 case vignette assessments completed by 68 students were used for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The Cronbach’s α coefficient of the CRAR was calculated. Results The content validity indices ranged from 0.57 to 1.0. The EFA resulted in three factors: assessment in nursing, nursing diagnosis and planning, and cognition/meta-cognition in nursing. The CFA supported a 3-factor model. The Cronbach’s α coefficient of the CRAR was 0.94. This study confirmed the content validity, construct validity, and reliability of the CRAR. Therefore, the CRAR is a useful rubric for assessing clinical reasoning in nursing students. Conclusions The CRAR is a standardized rubric for assessing clinical reasoning in nurses. This scale will be useful for the development of educational programs for improving clinical reasoning in nursing education.

scholarly journals Kemampuan Penalaran Klinis Mahasiswa Perawat Tahun Keempat Pada Masalah Keperawatan Medikal Medah

2019 ◽  
Vol 3 (1) ◽  
pp. 58-62
Author(s):  
Gede Arya Bagus Arisudhana ◽  
AA Made Nita Anggayani ◽  
Albert Chersman Ottry Kadiwanu ◽  
Ni Putu Eva Cahyanti
Keyword(s):  
Clinical Reasoning ◽  
Assessment Tools ◽  
Clinical Reasoning Assessment ◽  
Nursing Clinical

Penalaran klinis merupakan sebuah kemampuan pengambilan keputusan, pemecahan masalah, berpikir kritis, dan penilaian klinis. Penalaran klinis yang baik pada mahasiswa keperawatan akan menghasilkan sebuah keputusan klinis yang tepat dan asuhan keperawatan yang efektif. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan penalaran klinis mahasiswa perawat tahun keempat pada masalah keperawatan medikal bedah. Desain penelitian yang digunakan adalah studi deskriptif. Populasi dalam penelitian ini adalah mahasiswa keperawatan tahun keempat STIKES Bina Usada Bali dengan sampel sebanyak 103, yang ditentukan dengan teknik sampling purposive. Pengumpulan data menggunakan Nursing Clinical Reasoning Assessment Tools. Analisa data menggunakan univariat. Hasil penelitian menunjukkan sebagian besar responden memiliki kemampuan penalaran klinis pada kategori competent   49(48%), diikuti dengan sejumlah 35(34%) responden dengan kemampuan penalaran klinis advanced beginner, sebanyak 14(13%) responden profecient, yang diikuti sejumlah 5(5%) mahasiswa memiliki kemampuan penalaran klinis novice. Temuan penelitian ini mengindikasikan  perawat pendidik untuk mengambil peran aktif dan menjadi lebih kreatif dengan mengembangkan keterampilan penalaran klinis.

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