Clinical reasoning is a complex and crucial ability health professions students need to acquire during their education. Despite its importance, explicit clinical reasoning teaching is not yet implemented in most health professions educational programs. Therefore, we carried out an international and interprofessional project to plan and develop a clinical reasoning curriculum with a train-the-trainer course to support educators in teaching this curriculum to students. We developed a framework and curricular blueprint. Then we created 25 student and 7 train-the-trainer learning units and we piloted 11 of these learning units at our institutions. Learners and faculty reported high satisfaction and they also provided helpful suggestions for improvements. One of the main challenges we faced was the heterogeneous understanding of clinical reasoning within and across professions. However, we learned from each other while discussing these different views and perspectives on clinical reasoning and were able to come to a shared understanding as the basis for developing the curriculum. Our curriculum fills an important gap in the availability of explicit clinical reasoning educational materials both for students and faculty and is unique with having specialists from different countries, schools, and professions. Faculty time and time for teaching clinical reasoning in existing curricula remain important barriers for implementation of clinical reasoning teaching.

Findings:The response rate was 60 %. Twenty-seven (69 %) RNs knew that the MPA requested them to report ADRs. Two RNs had reported an ADR. A fifth of the RNs thought they had enough knowledge about how to report an ADR. Conclusion: The low amount of reports was not due to the RNs lacking knowledge about ADRs, but due to a lack of sufficient understanding of how to report the ADRs to the MPA. Tailored education in relation to these identified knowledge gaps would most likely lead to increased reporting.

BackgroundSpecialist nurse students are upon graduation certified to have increased their professional competence to an advanced level. But how do specialist nurse students themselves experience and understand their professional competence and its development upon graduation? This is what this study aims at describing. MethodThis study has a phenomenographic approach. Data consists of student written narratives. ResultsThe participants understood their professional competence developed in various degrees as a transformation in me and a transition in my encounter with the patient. Being able to integrate theory in practice was crucial for this competence to develop. ConclusionThe specialist programme needs to support students in developing an alliance with the patient and promote patients' self-management, self-efficacy and promote students' possibility to integrate theoretical knowledge into practice. The result becomes an important input in the formulation of the assessment criteria for professional competence.