scholarly journals The student is key: A realist review of educational interventions to develop analytical and non‐analytical clinical reasoning ability

2020 ◽  
Vol 54 (8) ◽  
pp. 709-719 ◽  
Author(s):  
Anna Richmond ◽  
Nicola Cooper ◽  
Simon Gay ◽  
William Atiomo ◽  
Rakesh Patel
Keyword(s):  
Clinical Reasoning ◽  
Realist Review ◽  
Educational Interventions ◽  
Reasoning Ability

Comparison of simulation observer tools on engagement and maximising learning: a pilot study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sandra Johnston ◽  
Naomi Tutticci ◽  
Karen Theobald ◽  
Joanne Ramsbotham
Keyword(s):  
Pilot Study ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Clinical Reasoning ◽  
Preliminary Evidence ◽  
Reasoning Ability ◽  
Main Study ◽  
Standard Observer ◽  
Learning Behaviours ◽  
And Training

Abstract Objectives This pilot study examined if the Clinical Reasoning Observer Worksheet (CROW) compared to a standard observer worksheet used during simulation, would enhance nursing students active learning behaviours and perceptions of clinical reasoning ability. Methods This pilot study was undertaken to test the design and processes for a future larger study and reports on preliminary evidence of efficacy of recruitment procedures and instrumentation in addition to student’s learning outcomes. Results There was little overall difference in outcomes between groups who used either simulation observer worksheet. Overall, participants who used either worksheet perceived their ability to apply clinical reasoning to an episode of patient care increased. Conclusions Modifications were identified as necessary for a larger study including changes to instrumentation, method of survey delivery and training of simulation facilitators. A more definitive evaluation will be achievable with a larger group of students in a main study with the suggested modifications.

scholarly journals A review of clinical reasoning in nursing education: based on high-fidelity simulation teaching method

2018 ◽  
Vol 5 (3) ◽  
pp. 175-183 ◽  
Author(s):  
Qiao-Qian Luo ◽  
Marcia A Petrini
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Patient Care ◽  
Clinical Reasoning ◽  
Teaching Method ◽  
Essential Feature ◽  
Care Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Reasoning Ability

AbstractObjectiveClinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient care. It is therefore of paramount importance to enhance nursing students' clinical reasoning ability. High-fidelity simulation (HFS) is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods.MethodsThe authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning.ResultsThe application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students' clinical reasoning ability.Conclusionshigh-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

scholarly journals An exploratory mixed methods study of urban and rural registered nurses’ experience of clinical reasoning

2017 ◽  
Vol 8 (4) ◽  
pp. 70
Author(s):  
Monique Sedgwick ◽  
Noelle Sedgwick ◽  
Olu Awosoga ◽  
Lance Grigg ◽  
Sharon Dersch
Keyword(s):  
Patient Outcomes ◽  
Clinical Reasoning ◽  
Mixed Method ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
Reasoning Ability ◽  
Clinical Context ◽  
Surgical Units ◽  
Competing Demands ◽  
Method Approach

Background and objective: Engaging in clinical reasoning frequently occurs in busy, high pressured, stressful settings with competing demands. Patient outcomes are affected in part by RNs’ clinical reasoning ability. This study aims to explore the extent to which the clinical context influences clinical reasoning among urban and rural registered nurses.Methods: In this exploratory study using a mixed method approach, 11 rural hospital RNs and 7 RNs practicing in urban medical or surgical units completed a survey and a semi-structured individual qualitative interview. Data were generated over a two month period in 2015. Descriptive statistics and Mann-Whitney U was used to test for differences among groups. Qualitative data analysis procedures were used to help identify two major themes.Results: The perceived lack of time influenced the participants’ ability to engage in clinical reasoning. The findings also suggest that rule following hampered the participants’ ability to confidently share their clinical reasoning.Conclusions: To deepen RNs clinical reasoning an examination of the clinical environment’s structure and processes that support or impede engagement in clinical reasoning is required. Specific strategies that enhance clinical reasoning need to be unit specific and driven by RNs. 

Tracking Development of Clinical Reasoning Ability Across Five Medical Schools Using a Progress Test

2011 ◽  
Vol 86 (9) ◽  
pp. 1148-1154 ◽  
Author(s):  
Reed G. Williams ◽  
Debra L. Klamen ◽  
Christopher B. White ◽  
Emil Petrusa ◽  
Ruth-Marie E. Fincher ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Medical Schools ◽  
Reasoning Ability ◽  
Progress Test

scholarly journals A realist review of educational interventions to improve the delivery of nutrition care by doctors and future doctors

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Victor Mogre ◽  
Albert Scherpbier ◽  
Tim Dornan ◽  
Fred Stevens ◽  
Paul Armah Aryee ◽  
...  
Keyword(s):  
Realist Review ◽  
Educational Interventions ◽  
Nutrition Care

Virtual reality-based assessment of clinical reasoning ability

2014 ◽  
Vol 48 (11) ◽  
pp. 1123-1123 ◽  
Author(s):  
Melyssa Roy ◽  
Robert Walker ◽  
Phil Blyth ◽  
Tim Wilkinson
Keyword(s):  
Virtual Reality ◽  
Clinical Reasoning ◽  
Reasoning Ability

Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics

2015 ◽  
Vol 19 (2) ◽  
pp. 126-144 ◽  
Author(s):  
Jamie L. Jensen ◽  
Shannon Neeley ◽  
Jordan B. Hatch ◽  
Ted Piorczynski
Keyword(s):  
Scientific Reasoning ◽  
Educational Interventions ◽  
The United States ◽  
Reasoning Ability ◽  
Stem Majors ◽  
Freshman Year ◽  
Science Technology ◽  
Reasoning Skills ◽  
And Mathematics ◽  
High Level

The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and assessed their reasoning ability using the Lawson Classroom Test of Scientific Reasoning. We then obtained their declared majors 1 to 4 years later. We found that reasoning ability correlates with high-level performance and final course grades. In addition, results indicate that STEM majors have higher reasoning skills than non-STEM majors but not until after the freshman year. However, we show that reasoning ability does not predict retention or declaration of a STEM degree and suggests instead that increased reasoning skills are a product of learning. We suggest educational interventions that may plug the leaky pipeline in STEM education.

scholarly journals Validity, reliability and feasibility of assessment of cilinical reasoning of medical students by observation versus post encounter assessment in a clinical practice setting.

2020 ◽  
Author(s):  
Catharina Maria Haring ◽  
Claudia Klaarwater ◽  
Geert Bouwmans ◽  
Bernadette Cools ◽  
Petra van Gurp ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Intraclass Correlation ◽  
Reasoning Ability ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Rating Form ◽  
Clinical Practice Setting ◽  
Clinical Reasoning Skills

Abstract Background The assessment of clinical reasoning by medical students in clinical practice is very difficult. Partly this is because the fundamental mechanisms of clinical reasoning are difficult to uncover and when known, hard to observe and interpret. We developed an observation tool to assess the clinical reasoning ability of medical students during clinical practice. The observation tool consists of an 11-item observation rating form. The validity, reliability and feasibility of this tool were verified among medical students during the internal medicine clerkship and compared to a post-encounter rating tool. Results Six raters assessed each the same 15 student patient encounters. The internal consistency (Cronbach’s alfa) for the observation rating tool (ORT) was 0.87 (0.71-0.84) and the 5-item post encounter rating tool (PERT) was 0.81 (0.71-0.87). The intraclass-correlation coefficient for single measurements was poor for both the ORT; 0.32 (p<0.001) as well as the PERT; 0.36 (p<0.001). The G and D-study showed that 6 raters are required to achieve a G-coefficient of > 0.7 for the ORT and 7 raters for the PERT. The largest sources of variance are the interaction between raters and students. There was a correlation between the ORT and PERT of 0.53 (p=0.04) Conclusions The ORT and PERT are both feasible, valid and reliable instruments to assess students’ clinical reasoning skills in clinical practice.

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