Fostering Clinical Reasoning in Nursing Students

Koharchik, Linda; Caputi, Linda; Robb, Meigan; Culleiton, Alicia L.

doi:10.1097/01.naj.0000459638.68657.9b

Cited by 25 publications

(14 citation statements)

References 5 publications

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“…Nurses should deploy different behaviours rather than apply the same behaviour regardless of the situation 35–37. From our perspective as educators, there is a challenge to help students develop response fluency and build relevant skills repertoires37 to care for patients safely.…”

Section: Discussionmentioning

confidence: 99%

Family-witnessed resuscitation: focus group inquiry into UK student nurse experiences of simulated resuscitation scenarios

et al. 2016

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Family witnessed resuscitation: Focus group inquiry into UK student nurse experiences of simulated resuscitation scenarios. BMJ Simulation & Technology Enhanced Learning, 2 (3). pp. 73-77. ISSN 2056-6697 Available from: http://eprints.uwe.ac.uk/29054We recommend you cite the published version. The publisher's URL is: http://dx.doi.org/10.1136/bmjstel-2016-000115Refereed: Yes (no note) Disclaimer UWE has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material. UWE makes no representation or warranties of commercial utility, title, or fitness for a particular purpose or any other warranty, express or implied in respect of any material deposited. UWE makes no representation that the use of the materials will not infringe any patent, copyright, trademark or other property or proprietary rights. UWE accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement. 2 ABSTRACT Aims:To describe the impact of family member presence on student nurse performance in a witnessed resuscitation scenario. To explore student nurses' attitudes to simulated family witnessed resuscitation and their views about its place in clinical practice.Background: Family witnessed resuscitation remains controversial worldwide. Hospital implementation remains inconsistent despite professional organisation support. Systematic reviews of international literature indicate family members wish to be involved and consulted; healthcare professionals express concerns about being observed while resuscitating. Student nurse perspectives have not been addressed. Design: qualitative, focus groupsMethods: Participants: UK university second-year student nurses (n=48) Findings: Overarching theme = students' sense making -making sense of situation (practically/professionally), of themselves (their skills/values), and of others (patients/family members). Students identify as important -team leader allocating tasks, continuity of carer, and number of nurses needed. Three orientations to practice identified and explored -includes rule following, guidance from personal/proto-professional values, and paternalistic protectionism. Discussion:We explore issues of students' fluency of response and skills repertoire to support family witnessed resuscitation; explanatory potential to account for the inconsistent uptake of family witnessed resuscitation. Possible future lines of inquiry include family members' gaze as a motivational trigger, and management of guilt. What this paper addsWhat is already known on this subject? * Family witnessed resuscitation (FWR) remains controversial worldwide and hospital implementation remains inconsistent despite professional organisation support. * Systematic reviews of international literature indicate family members wish to be involved and consulted, while healthcare professionals express concerns a...

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Section: Discussionmentioning

confidence: 99%

Family-witnessed resuscitation: focus group inquiry into UK student nurse experiences of simulated resuscitation scenarios

et al. 2016

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“…During medical education, clinical reasoning is often taught in clinical courses by seeing many patients, actively engaging in problem solving, receiving sufficient feedback and problem-based tutorials with varied and multiple examples of clinical cases (Norman, 2005;Eva, 2005). The learning of clinical reasoning takes time, patience, education, experience and reflection (Koharchik, Caputi, Robb, & Culleiton, 2015). While learning clinical reasoning, students can benefit from an evidence based practical model that demystifies and advance's clinical reasoning skills (Kautz et al, 2005).…”

Section: Teaching Learning and Assessing Clinical Reasoningmentioning

confidence: 99%

A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients

Georg¹,

Karlgren²,

Ulfvarson³

et al. 2018

J Nurs Educ

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“…The literature focusing on nursing practice and analysis of associated errors highlight major challenges related to clinical reasoning processes, especially in newly graduated nurses (Benner et al, 2002; del Bueno, 2005; Eisenhauer, Hurley, & Dolan, 2007; Fero, Witsberger, Wesmiller, Zullo, & Hoffman, 2009; Greenwood, 2000; Koharchik, Caputi, Robb, & Culleiton, 2015; Woods & Doan-Johnson, 2002). Aiken et al (2016) concluded that bedside nurses with higher educational qualifications deliver better patient outcomes.…”

Section: Introductionmentioning

confidence: 99%

Professional Socialization: A Grounded Theory of the Clinical Reasoning Processes That RNs and LPNs Use to Recognize Delirium

2017

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Delirium is an acute disorder of attention and cognition. It affects half of older adults in acute care settings and is a cause of increasing mortality and costs. Registered nurses (RNs) and licensed practical nurses (LPNs) frequently fail to recognize delirium. The goals of this research were to identify the reasoning processes that RNs and LPNs use to recognize delirium, to compare their reasoning processes, and to generate a theory that explains their clinical reasoning processes. Theoretical sampling was employed to elicit data from 28 participants using grounded theory methodology. Theoretical coding culminated in the emergence of Professional Socialization as the substantive theory. Professional Socialization emerged from participants' responses and was based on two social processes, specifically reasoning to uncover and reasoning to report. Professional Socialization makes explicit the similarities and variations in the clinical reasoning processes between RNs and LPNs and highlights their main concerns when interacting with delirious patients.

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Fostering Clinical Reasoning in Nursing Students

Cited by 25 publications

References 5 publications

Family-witnessed resuscitation: focus group inquiry into UK student nurse experiences of simulated resuscitation scenarios

Family-witnessed resuscitation: focus group inquiry into UK student nurse experiences of simulated resuscitation scenarios

A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients

Professional Socialization: A Grounded Theory of the Clinical Reasoning Processes That RNs and LPNs Use to Recognize Delirium

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