A longitudinal framework for fostering critical thinking and diagnostic reasoning

O’Neill, Eileen; Dluhy, Nancy M.

doi:10.1046/j.1365-2648.1997.00338.x

Cited by 43 publications

(21 citation statements)

References 37 publications

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“…Embedded understanding of setting priorities for the goals of patient care is a tenet of initial nursing education, but nursing prioritization of the patient need for care is not presented as a formal concept in many texts 20–24 . Teaching 25–27 and learning 2,28–30 about nursing prioritization are two different aspects of such education. Nursing prioritization becomes a key learning issue at the point of student transition to practice situations, 31,32 distinct from but interrelated with time management skills, 2,33 and is identified in this way in discussion of student/preceptor relationships 9,29,32,34 …”

Section: Resultsmentioning

confidence: 99%

Nursing prioritization of the patient need for care: A tacit knowledge embedded in the clinical decision‐making literature

Lake

Moss

Duke

2009

Int J of Nursing Practice

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Nursing prioritization of the patient need for care: A tacit knowledge embedded in the clinical decision-making literatureEvery day in clinical settings, nurses practise in complex and dynamic situations. Nurses work to achieve emergent order in these situations through nursing prioritization of the patient need for care. As direct research on nursing prioritization had not been reported, a study, using critical realism as method, was designed to discern the profession's embedded understanding from within the clinical decision-making literature. The research synthesizes a tacit knowledge on nursing prioritization of the patient need for care from key international literature (from 1966 to 2003). Nursing prioritization was discerned in both education and practice literatures; interrelationships between these and theoretical approaches were also identified. Nursing prioritization of the patient need for care was revealed both as a non-sequential decision-making process throughout unfolding patient situations and as an advanced skill of nursing practice. Increasing confidence with this skill is the hallmark of developing expertise.

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Section: Resultsmentioning

confidence: 99%

Nursing prioritization of the patient need for care: A tacit knowledge embedded in the clinical decision‐making literature

Lake

Moss

Duke

2009

Int J of Nursing Practice

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“…Students that failed to meet these criteria were excluded, as the absence of these indicators imply that the student was not functioning at an advanced level of nursing practice (O'Neill & Dulhy, 1997). It was felt that contributions from inexperienced practitioners may be a source of unintentional bias and unrepresentative of this sample of nurses.…”

Section: Methodsmentioning

confidence: 99%

Questioning Student Learning: an exploration of student's views on learning to become independent nurse prescribers

Banning¹

2004

Journal of Further and Higher Education

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This illuminative evaluation study gives insights into attitudes to learning, interaction and the perceived roles of theory, evidence, reading and previous experience. These insights lead us to question some aspects of the course as currently presented. Students indicated that they found the course material stimulating but prior guidance on the areas to read before commencing learning would have been helpful. Students were desperate to learn and to be successful, but many were apprehensive about the intensity of the pharmacological content and diagnostic skills that are required to make a clinical diagnosis. Sadly, some students felt that the restriction of the extended nurse formulary, while valuable to their professional development and credibility as a nurse, would not enhance the care that could be provided to patients. This limitation was not realized until the course had commenced. This may have been avoided if an information day had been provided before commencing the course. For many students, a positive ®nding was the realization of the relevance to practice and the contribution that could be made to everyday nursing care. Future independent nurse prescribing students would bene®t from the provision of pre-course reading, guided studies in pharmacology, normal physiology and physical examination skills before commencing the course of study. The use of a theoretical self-assessment tool would allow potential students to assess their suitability for the programme. Aspects of student learning need to be discussed early in the programme.

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“…This topic's spectrum transcends the educational field, with special attention being paid to it by companies, entities that understand the impact of understanding and managing the complexities associated with working environments (Hilton, 2008). Although the concept of critical thinking admits multiple positions (O'Neill & Dluhy, 1997), there is a certain degree of consensus regarding its constituent features, including purpose, motivation, and goal orientation. The literature highlights the importance of this topic for problem solving, inference formulation, probability calculation, and decision-making (Halpern, 1999).…”

Section: Critical Thinkingmentioning

confidence: 99%

The CAMBRIA case: Learning through experience

Escalante¹,

Aguilar-Barrientos²

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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A longitudinal framework for fostering critical thinking and diagnostic reasoning

Cited by 43 publications

References 37 publications

Nursing prioritization of the patient need for care: A tacit knowledge embedded in the clinical decision‐making literature

Nursing prioritization of the patient need for care: A tacit knowledge embedded in the clinical decision‐making literature

Questioning Student Learning: an exploration of student's views on learning to become independent nurse prescribers

The CAMBRIA case: Learning through experience

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