scholarly journals Clinical reasoning in undergraduate nursing education: a scoping review

2015 ◽  
Vol 49 (6) ◽  
pp. 1032-1039 ◽  
Author(s):  
Sáskia Sampaio Cipriano de Menezes ◽  
Consuelo Garcia Corrêa ◽  
Rita de Cássia Gengo e Silva ◽  
Diná de Almeida Monteiro Lopes da Cruz
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Clinical Reasoning ◽  
Scoping Review ◽  
Theoretical Development ◽  
Decision Making Process ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Theoretical Perspectives

Abstract OBJECTIVE This study aimed at analyzing the current state of knowledge on clinical reasoning in undergraduate nursing education. METHODS A systematic scoping review through a search strategy applied to the MEDLINE database, and an analysis of the material recovered by extracting data done by two independent reviewers. The extracted data were analyzed and synthesized in a narrative manner. RESULTS From the 1380 citations retrieved in the search, 23 were kept for review and their contents were summarized into five categories: 1) the experience of developing critical thinking/clinical reasoning/decision-making process; 2) teaching strategies related to the development of critical thinking/clinical reasoning/decision-making process; 3) measurement of variables related to the critical thinking/clinical reasoning/decision-making process; 4) relationship of variables involved in the critical thinking/clinical reasoning/decision-making process; and 5) theoretical development models of critical thinking/clinical reasoning/decision-making process for students. CONCLUSION The biggest challenge for developing knowledge on teaching clinical reasoning seems to be finding consistency between theoretical perspectives on the development of clinical reasoning and methodologies, methods, and procedures in research initiatives in this field.

scholarly journals Protocol for a scoping review on the conceptualisation of learning in undergraduate clinical nursing practice

BMJ Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. e024360 ◽  
Author(s):  
Malou Stoffels ◽  
Saskia M Peerdeman ◽  
Hester E M Daelmans ◽  
Johannes C F Ket ◽  
Rashmi A Kusurkar
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Scoping Review ◽  
Nursing Practice ◽  
Medical Information ◽  
Hospital Setting ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Clinical Nursing ◽  
Conceptual Clarity

IntroductionLearning in the clinical setting is a major form of learning in undergraduate nursing education. In spite of this, how nursing students learn in clinical practice is still largely unknown. Moreover, there is no conceptual clarity on learning in practice in the current literature. This paper aims to set up a protocol for a scoping review of the literature in order to map different conceptualisations of learning in practice in undergraduate clinical nursing education in the hospital setting. The operationalisations of different concepts will be compared and the findings of the studies will be synthesised.Methods and analysisThis scoping review will be guided by the methodological framework proposed by Arksey and O’Malley and refined by Levac et al. and the Joanna Briggs Institute. The search strategy will be developed together with a medical information specialist and the search will be performed in electronic databases (PubMed, EBSCO/ERIC and EBSCO/CINAHL). In a first search, we will identify concepts that are used as an equivalent to learning in practice. Next, we will search for studies operationalising these concepts in undergraduate nursing education. Finally, we will check reference lists for additional publications. Abstracts and full-text studies will independently be screened by two researchers. All studies that have ‘learning in undergraduate clinical nursing practice’ as their main topic and that include a definition and operationalisation of an equivalent to learning in clinical practice, will be considered for inclusion. We will chart different conceptualisations and their theoretical underpinnings, as well as reported learning opportunities, informal and formal aspects of learning, social aspects of learning and gaps in the literature.Ethics and disseminationThis review will help design future studies on learning in clinical nursing practice using well-defined and agreed on terminology. The results will be disseminated through journal publications and conference presentations.

scholarly journals Conceptualising decision making in nursing education

2012 ◽  
Vol 17 (4) ◽  
pp. 348-360 ◽  
Author(s):  
Dawn Dowding ◽  
Russell Gurbutt ◽  
Monica Murphy ◽  
Margaret Lascelles ◽  
Alan Pearman ◽  
...  
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Theoretical Concepts ◽  
Critical Thinking Ability ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Thinking Ability

The ability to exhibit sound judgement and decision-making skills is a fundamental requirement of undergraduate nursing curricula. In order to acquire such skills, students need to develop critical thinking ability, as well as an understanding of how judgements and decisions are reached in complex healthcare environments. The use of techniques such as problem-based learning, simulation and feedback has been hypothesised to help with the development of critical thinking skills. In addition, a curriculum that incorporates teaching on different ways in which judgements and decisions are reached can potentially help students identify how to avoid errors and mistakes in their clinical practice. Feedback has been shown to be a powerful tool to help with developing decision-making skills; evidence for other approaches to teaching critical thinking and decision-making skills is currently limited. This paper reviews theoretical concepts that provide a framework for decision making in nursing, as well as methods by which it can be taught.

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