Seeking autonomy: Grounded theory of clinical reasoning processes during simulation based experiences

Mohamed, El Hussein; Harvey, Giuliana

doi:10.1016/j.nepr.2022.103408

Cited by 2 publications

(3 citation statements)

References 34 publications

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“…According to students, a learning activity that supports the development of clinical reasoning abilities is simulation-based learning. Hussein Mohamed and Giuliana [ 21 ] stated that simulation is exposure to controlled clinical situations that can provide students with opportunities to be more familiar with applying clinical knowledge. Furthermore, students can explore their decision-making abilities more autonomously, but facilitator support is still available.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, students can explore their decision-making abilities more autonomously, but facilitator support is still available. Simulation-based learning facilitates the seeking autonomy and further understanding of students’ cognitive functions, including critical thinking, clinical reasoning, and judgment [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

“…Hussein Mohamed and Giuliana [21] Audétat et al [27] stated that students encounter several potential difficulties in learning clinical reasoning, including problems in identifying important facts and digging up data to formulate hypotheses. The study also states that the instructor's role is to detect and identify these difficulties during learning and provide specific feedback according to the identified problems.…”

Section: Soe Can Test Clinical Reasoning Skills and Knowledge Inmentioning

confidence: 99%

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Promoting medical student’s clinical reasoning during COVID-19 pandemic

Hermasari¹,

Nugroho²,

Maftuhah³

et al. 2023

Korean J Med Educ

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Purpose: The development of students’ clinical reasoning skills should be a consideration in the design of instruction and evaluation in medical education. In response to the coronavirus disease 2019 (COVID-19) pandemic, several changes in the medical curriculum have been implemented in promoting clinical reasoning. This study aims to explore medical students’ perceptions and experiences with the clinical reasoning curriculum during the COVID-19 pandemic and determine their skills development.Methods: The study used a mixed-method design with a concurrent approach. A cross-sectional study was conducted to compare and examine the relationship between the outcomes of the structured oral examination (SOE) and the Diagnostic Thinking Inventory (DTI). Then, the qualitative method was used. A focus group discussion using a semi-structured interview guide with open-ended questions was conducted, then the verbatim transcript was subjected to thematic analysis.Results: There is an increase in SOE and DTI scores between second-year to fourth-year students. The diagnostic thinking domains and SOE are significantly correlated (r=0.302, 0.313, and 0.241 with p<0.05). The three primary themes from the qualitative analysis are perceptions regarding clinical reasoning, clinical reasoning activities, and the learning component.Conclusion: Even if students are still studying throughout the COVID-19 pandemic, their clinical reasoning skills can improve. The clinical reasoning and diagnostic thinking skills of medical students increase as the length of the school year increases. Online case-based learning and assessment support the development of clinical reasoning skills. The skills are supported in their development by positive attitudes toward faculty, peers, case type, and prior knowledge.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Soe Can Test Clinical Reasoning Skills and Knowledge Inmentioning

confidence: 99%

See 1 more Smart Citation

Promoting medical student’s clinical reasoning during COVID-19 pandemic

Hermasari¹,

Nugroho²,

Maftuhah³

et al. 2023

Korean J Med Educ

View full text Add to dashboard Cite

show abstract

Relationship of high‐fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross‐sectional study

Park,

Lee,

Moser

et al. 2024

International Nursing Review

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AimThis study aimed to determine which high‐fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses.BackgroundHFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment.DesignA cross‐sectional study reported following STROBE criteria.MethodsData were collected on new nurses (n = 224) who experienced HFS in their fourth‐year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence.ResultsFeedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, and HFS design indirectly affected clinical competence through clinical reasoning.ConclusionsHFS learning is one of the best ways to improve clinical reasoning. Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses.Implications for nursingThe ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice.Implications for nursing policyNurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.

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Seeking autonomy: Grounded theory of clinical reasoning processes during simulation based experiences

Cited by 2 publications

References 34 publications

Promoting medical student’s clinical reasoning during COVID-19 pandemic

Promoting medical student’s clinical reasoning during COVID-19 pandemic

Relationship of high‐fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross‐sectional study

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