Education strategies to foster health professional students' clinical reasoning skills

Abstract

Clinical reasoning is an important skill for health professionals that should be developed to achieve high levels of expertise. Several education strategies have been suggested for implementation by health professional educators to foster their students' clinical reasoning skills. The strategies have included the following: problem-based learning, the integrative curriculum, reflection, and concept mapping. This review assesses which is the most effective education strategy for developing the clinical reasoning skills of health professional students. Four publications, from a total of 692 identified records, were included. Overall, this review was not able to make a final conclusion to answer the question. Therefore, there is a need to conduct more studies with larger samples and to undertake research that evaluates the following aspects: more alternate education interventions, variations in the delivery of education interventions, and the cost-effectiveness of implementing education strategies.

An evaluation of post-registration neuroscience focused education and neuroscience nurses' perceived educational needs

“…This is supported by adult learning theory, where the importance of engaging learners in determining their needs is seen as fundamental to the success of effective learning (Kaufman 2003). Furthermore Rochmawati and Wiechula (2010) advocate the need for further research on a large scale to determine the variety of education being provided, and how it is resourced as part of developing such a strategy. The second step is to develop a cohesive educational strategy that addresses the contemporary European perspectives with due regard to adult learning principles.…”

“…neuroscience nurses (Kaufman 2003, Burke et al 2012). Central to this needs analysis was clarifying current available education and how it is resourced (Rochmawati and Wiechula 2010).…”

Using Case Studies and Videotaped Vignettes to Facilitate the Development of Critical Thinking Skills in New Graduate Nurses

“…Rochmawati and Wiechula (2010) provide a more detailed definition by defining clinical reasoning as "the practitioner's ability to assess patient problems or needs and analyze data to accurately identify and frame problems within the context of the individual patient's environment" (p. 244). Lastly, Kautz, Kuiper, Pesut, Knight-Brown, and Daneker (2005) define clinical reasoning as…”

“…A variety of educational strategies have been utilized to teach critical thinking including reflection, concept maps, case studies, problem-based learning, questioning, and simulation (Forneris, 2004;Hoffman, 2008;Profetto-McGrath, 2005;Rochmawati & Wiechula, 2010;Simpson & Courtney, 2002;Staib, 2003 "critical thinking," "problem identification," "reflection," "reflective thinking," "case studie,*" "concept maps," "PBL," "problem-based learning," "question,*" "questioning," "on-line learning," "simulation," "computer simulation," "patient simulation," "nurs* student," "novice nurs,*" "graduate nurs,*" "educational strategies," "teaching," and "nursing education. "…”

“…This type of reflection is most often completed through writing, although it can also occur as a dialogue (Butler, 2004;Rochmawati & Wiechula, 2010;Sewell, 2008 impacting their ability to make good logical decisions.…”