A Study on Clinical Reasoning Ability and Academic Achievements in Nursing Students

김정아,; 고자경,

doi:10.5762/kais.2015.16.3.1874

Cited by 12 publications

(20 citation statements)

References 15 publications

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“…CF and AA enabled this period to result in success although on previous study (Fürstenberg et al, 2019) analyzing the impact of AA on CR in medical education showed that achievement level of the students had no effect on the quality of CR. However, our study showed some similar results with various studies regarding the positive impact of AA (Elvén, 2019;Groves et al, 2003;Kim & Ko, 2015;Kuiper & Pesut 2004) and of CF (Durning et al, 2015;Simmons, 2010) on CR. Similarly, our study results also correlate with the results of the previous studies (Benner et al, 1997;Boaden & Leaviss 2000;Shafaroodi et al, 2014;Smith et al, 2008) that examine the impact of teamwork on CR.…”

Section: Conclusion and Discussionsupporting

confidence: 90%

The Impact of Social Interaction, Academic Achievement, and Cognitive Flexibility Levels on Clinical Reasoning: Statistical Discourse Analysis

Toraman¹,

Akman²,

AYTUG-KOSAN³

et al. 2023

JESEH

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This study aims to analyze the impact of intern physicians' social interaction during teamwork, their cognitive flexibility and academic achievement on clinical reasoning. The study, designed through sequential exploratory mixed method, was carried out with 20 intern physicians working in 4 teams. The process of how they approach to the case was recorded. The verbal interactions made during the discussions in the teams were analyzed, the discourses obtained from the videos were coded and modelled by regression. In addition, the cognitive flexibility and academic achievement levels of intern physicians were also included in the regression modelling. The results showed that, according to the initial signs and symptoms of the first period of the case (when uncertainty was high), the team members informing each other resulted in success in clinical reasoning. Although guiding in the first period was not very effective, excessive guiding in the second period played a negative role in clinical reasoning. In the second period, ignoring, reminding, and suggesting had a negative impact on clinical reasoning. Our study demonstrated that academic achievement and cognitive flexibility levels of the students in teamwork has a positive impact on the quality of clinical reasoning. Moreover, for effective clinical reasoning, the quality of discourses in the team is more important than how many discourses are created during the discussions

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Section: Conclusion and Discussionsupporting

confidence: 90%

The Impact of Social Interaction, Academic Achievement, and Cognitive Flexibility Levels on Clinical Reasoning: Statistical Discourse Analysis

Toraman¹,

Akman²,

AYTUG-KOSAN³

et al. 2023

JESEH

View full text Add to dashboard Cite

show abstract

“…Furthermore, this study does not show a statistically significant relationship between critical thinking skills and the academic performance of participants from both the Bridging and Baccalaureate pathways. Similar results were obtained through research (Shirazi and Heidari, 2019;Kanbay et al, 2017;Kim and Ko, 2015;Oliveira et al, 2016). The insignificant relationship between critical thinking skills and academic achievement suggested a discipline specificity of critical thinking in some cultures (Vierra, 2014).…”

Section: Discussionsupporting

confidence: 72%

Factors influencing critical thinking skills among nursing students: Reports from a cross-sectional study

al.¹

2022

Int. j. adv. appl. sci.

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Studying the relationship between critical thinking and academic achievement is of great importance because both are crucial in producing nurses that would deliver quality care and nurses who would be critical thinkers in the midst of constant evolution in the health care delivery system. This study aims to determine the relationship between critical thinking skills and academic achievement among undergraduate nursing students. Further, it aims to determine factors that may influence the critical thinking of students. This study used a descriptive correlational design. It was conducted at the Nursing Department, College of Health Sciences Prince Sultan Military College, Saudi Arabia. There were 67 female participants from two types of nursing pathways. The data collection was conducted between March and May 2021. The overall averages of HSRT scores of the Baccalaureate and Bridging were 2.35 and 2.25, respectively. The HSRT scores indicated that the critical thinking skills of participants from both nursing pathways were low. There was no significant relationship between critical thinking skills and academic performance (r=.11; p<.05). Critical thinking skills were not manifested among the student nurses. Further, there was no found significant relationship between age, nursing pathway, and year level. Moreover, there is no significant relationship found between academic performance and the components of HSRT. These results are useful for understanding group characteristics, comparing and contrasting similar groups on specific attributes or skills, and for guiding the development of more targeted educational or training programs.

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“…Generally, clinical reasoning and clinical judgment are used interchangeably as well as for problemsolving, decision-making, and critical thinking [14]. While clinical judgment focuses on the results of a nurse's interpretation or judgment of a patient's condition, clinical reasoning is primarily concerned with the process leading to that judgment.…”

Section: Introductionmentioning

confidence: 99%

Effects of Simulation with Problem-Based Learning (S-PBL) on nursing students’ clinical reasoning ability: based on Tanner’s Clinical Judgment Model

Son

2023

Preprint

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Background Clinical reasoning ability, a complex cognitive and metacognitive process, is a crucial core competency required in nursing practice. Therefore, undergraduate nursing students should be provided with nursing education to strengthen their clinical reasoning ability based on real-life nursing scenarios.Methods Three sessions (lasting three hours each) of Simulation with Problem-Based Learning (S-PBL) using high-risk obstetrics-gynecology scenarios were provided to 71 third-year nursing students of a university. The sessions were conducted from September to December 2022, and they aimed to strengthen their clinical reasoning ability. For data collection, an online survey was conducted using Rubric for Clinical Reasoning and learning satisfaction evaluation tool. Data were analyzed using descriptive statistics and repeated measures analysis of variance in SPSS.Results The mean score of clinical reasoning ability significantly increased from 29.42 (standard deviation: 4.62) out of 40 points in the pre-test to 32.28 (4.36), 33.44 (5.35), and 33.80 (5.91) after the first, second, and third S-PBL sessions, respectively (F = 61.668, p < .001). The learning satisfaction score was as high as 107.04 (12.66) out of 120 points.Conclusion This S-PBL program is an effective nursing education strategy to strengthen nursing students’ clinical reasoning ability. Future studies must examine learner variables and standardize the S-PBL design and operation process by comparison to a traditional teaching approach and a higher range of clincal reasoning ability.

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A Study on Clinical Reasoning Ability and Academic Achievements in Nursing Students

Cited by 12 publications

References 15 publications

The Impact of Social Interaction, Academic Achievement, and Cognitive Flexibility Levels on Clinical Reasoning: Statistical Discourse Analysis

The Impact of Social Interaction, Academic Achievement, and Cognitive Flexibility Levels on Clinical Reasoning: Statistical Discourse Analysis

Factors influencing critical thinking skills among nursing students: Reports from a cross-sectional study

Effects of Simulation with Problem-Based Learning (S-PBL) on nursing students’ clinical reasoning ability: based on Tanner’s Clinical Judgment Model

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