Clinical Reasoning Web: An Evidence-based Educational Practice

2021 ◽  
pp. 437-440
Author(s):  
Fancy Paul K
Keyword(s):  
Nursing Students ◽  
Clinical Reasoning ◽  
Road Traffic ◽  
Normal Function ◽  
Verbal Response ◽  
Evidence Based ◽  
Temporal Region ◽  
Reasoning Skills ◽  
Nursing Diagnoses ◽  
Clinical Reasoning Skills

Evidence-based educational practices always pave a way for better reasoning, judgment and decision making in clinical setting. Clinical Reasoning Web is a method of critical patient analysis in which relationships among nursing diagnoses supports the development of clinical reasoning skills. This method helps students to learn thinking like a nurse. Effective clinical reasoning ability promotes skills to collect data, solve problems, make decisions, provide quality care and survive in the workplace. Explaining relationships among nursing diagnoses supports the development of clinical reasoning skills. Explanations also encourage nurses and nursing students to reason forward from a problem to an outcome and also backwards from the outcome or effect to the current state of the patient. In this paper, the author has described the nursing care of a client, who was alleged with a road traffic accident and diagnosed to have right fronto-temporal-parietal contusion, brainstem contusion, acute extradural hematoma left temporal region. Cranio-cerebral trauma and traumatic brain injury are general designations to denote injury to the skull, brain, or both that is of sufficient magnitude to interfere with normal function and require treatment. The patient was unconscious, GCS- E 1VT M1 -2T/15 (verbal response cannot be assessed because of ET tube). Here the author illustrates how effectively a clinical reasoning web can be formulated by identifying keystone issue and related problems.

scholarly journals Standardised Holographic Patients: An Evaluation of Their Role in Developing Clinical Reasoning Skills

2021 ◽  
Author(s):  
Emma Collins ◽  
Liz Ditzel
Keyword(s):  
Nursing Students ◽  
Clinical Reasoning ◽  
Mixed Reality ◽  
Learning Experience ◽  
Learning Activity ◽  
Clinical Judgement ◽  
Structured Learning ◽  
Quantitative Results ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

In 2019, two standardised holographic patients viewed through a mixed-reality (MR) HoloLens headset were used in a structured learning activity to develop clinical reasoning skills among second-year nursing students (N=99, 94%). Quantitative results indicated that all students felt that being able to closely view holographic patients enhanced their learning experience. Qualitative results showed that the best feature of the MR technology was being able to clinically assess the patient in a safe facilitated environment. Further analysis revealed that students were at the ‘beginning’ or ‘developing’ skill level of the vpLCJR. These findings confirm that using standardized holographic patients offers a dynamic and effective experience for students and helps students to develop clinical reasoning and judgement skills. The technology also allows educators to determine a student’s development of clinical judgement skills and tailor learning experiences to further develop these skills.

scholarly journals Effects of a Blood Transfusion Course Using a Blended Learning Approach on the Acquisition of Clinical Reasoning Skills among Nursing Students in Morocco

2020 ◽  
Vol 15 (18) ◽  
pp. 260
Author(s):  
Rachid Gouifrane ◽  
Halima Lajane ◽  
Said Belaaouad ◽  
Said Benmokhtar ◽  
Said Lotfi ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Blended Learning ◽  
Clinical Reasoning ◽  
Control Group ◽  
Post Test ◽  
The Mean ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Experimental Group

learning clinical reasoning skills in nursing education is a challenge for teachers and students. This study investigated the effects of a blended learning program on the acquisition of clinical reasoning skills via a blood transfusion course. The study employed a two group randomised controlled design with an experimental group (group 1, 16 students) and a control group (group 2, 16 students) recruited from a population of second-year nursing students at the Mohamed VI University of Health Sciences in Casablanca, Morocco, during the 2018–2019 academic year. The experimental group received blended instruction, while the control group received traditional classroom instruction over four sessions. One month after the experiment, a post-test was conducted with both groups using 'key-feature questions' that included four clinical situations and 30 questions. The mean scores of the two groups were compared to assess the degree of acquisition of clinical reasoning skills. The mean post-test score was significantly higher in the experimental group than the control group (the p-value of the Mann-Whitney Test is less than 0.05). Moreover, a statistically significant correlation was detected between students' clinical reasoning scores and their theoretical examination marks. These results suggest that blended learning is useful for enhancing the clinical reasoning skills of nursing students, at least in the short term. Thus, it seems appropriate to develop more blended courses and integrate this approach into nursing education programs.

Impact and Reasoning: Applying Community Service Learning in a Non-Traditional Field

2020 ◽  
Vol 43 (2) ◽  
pp. 136-155
Author(s):  
Terri W. Enslein ◽  
Brenda Wiles
Keyword(s):  
Health Care ◽  
Data Analysis ◽  
Nursing Students ◽  
Service Learning ◽  
Community Service ◽  
Clinical Reasoning ◽  
Clinical Experiences ◽  
Community Service Learning ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Background: Health care today is presented with a complex set of circumstances requiring exploration of new and varied teaching methodologies to produce requisite student reasoning and prepare them for professional practice. Health care practitioners require high-level clinical reasoning skills to practice, skills traditionally achieved through clinical experiences. Purpose: The purpose of this study was to explore the impact of a community service learning clinical experience on the clinical reasoning skills of pre-licensure nursing students. Methodology/Approach: A sample of junior-level nursing students was recruited and given the Health Science Reasoning Test pre-test. Participants then completed a community service learning clinical experience, after which they took a post-test and completed a reflective journal entry. Findings/Conclusions: Quantitative data analysis was inconclusive due to limitations. Qualitative data analysis suggested that clinical reasoning skills were affected and identified major themes (communication, holistic care, and knowledge and skills). Implications: Community service learning clinical experiences have the potential to enhance clinical reasoning skills and should be further evaluated for inclusion in today’s nursing programs.

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