Registered nurses' clinical reasoning skills and reasoning process: A think-aloud study

2016 ◽  
Vol 46 ◽  
pp. 75-80 ◽  
Author(s):  
JuHee Lee ◽  
Young Joo Lee ◽  
JuYeon Bae ◽  
Minjeong Seo
Keyword(s):  
Registered Nurses ◽  
Clinical Reasoning ◽  
Think Aloud ◽  
Reasoning Process ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

scholarly journals A ‘think aloud’ exercise to develop self-awareness of clinical reasoning in students

2020 ◽  
Vol 12 (8) ◽  
pp. 310-314
Author(s):  
Simon Downs ◽  
Amy Halls
Keyword(s):  
Clinical Reasoning ◽  
Teaching Strategies ◽  
Online Survey ◽  
Qualitative Approach ◽  
Think Aloud ◽  
Self Awareness ◽  
Survey Tool ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Aims: This study aimed to evaluate the ‘think aloud’ teaching exercise's ability to develop clinical reasoning skills of student paramedics, and to ascertain its feasibility as an ongoing method to enhance clinical reasoning teaching and potentially alleviate problems around applying theoretical learning to practice. Methods: A qualitative approach was taken to seek the opinions and experiences of students taking part in the activity to determine levels of enjoyment, how relatable it was to students, and awareness of the skills it was intended to develop. Data collected via an online survey tool were analysed to identify themes and comments. Findings: Student enjoyment and engagement were evident, and the exercise permitted independence of thought and working, promoting self-appraisal among students of the effectiveness of the working strategy. Conclusion: The results of this case study indicate that the think aloud exercise could be effective in developing students' clinical reasoning skills. It complements established teaching strategies, such as core lectures, seminars and supervised practice.

scholarly journals Efektifitas Berbagai Metode Pembelajaran untuk Partisipasi Aktif Mahasiswa dan Stimulasi Proses Clinical Reasoning

2013 ◽  
Vol 2 (3) ◽  
pp. 174
Author(s):  
Widyandana Widyandana
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Role Play ◽  
Skills Training ◽  
Active Participation ◽  
Simulated Patients ◽  
Learning Method ◽  
Reasoning Process ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Background: Skills lab program can be conducted by several methods, such as training by mannequin, role play with peers, simulated patients, and training in community. Medical students are expected to play an active role in training and always practice their clinical reasoning skills. However, there are still many students not ready for implementing some medical procedure in their clerkship. Therefore, this study aimed to compare the level of active participation and the clinical reasoning process of students obtained in four learning methods in skills lab.Method: This study used a cross-sectional design with random survey questioner to 150 medical students in Medical Faculty of GMU (n=150). This survey were expected to explore the impression of students to each learning method, particularly in the active participation in practice and the clinical reasoning process. The results were analyzed using descriptive quantitative method by comparing total score of each learning method.Results: The results showed that the learning method of medical skills in community is superior to 3 other methods, namely practice with mannequins, role play with peers, as well as simulated patients, both in promoting the active participation of students and stimulating the clinical reasoning skills (p<0.05).Conclusion: Medical skills training in community is more effective in promoting the active participation of students in practice and stimulating the clinical reasoning skills. However, it should considerate with compatibility of topic, students’ readiness, and combined methods if needed.

Analisis Capaian Kompetensi Mahasiswa dalam Objective Structured Clinical Examination (OSCE) Semester Ganjil Tahun Ajaran 2017/2018 Fakultas Kedokteran Universitas HKBP Nommensen Medan

2020 ◽  
Vol 5 (2) ◽  
pp. 28-35
Author(s):  
Jenny Novina Sitepu
Keyword(s):  
Clinical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Treatment Practice ◽  
Standard Patient ◽  
The Mean ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Academic Year

Backgroud: Clinical skills is one of competency as a doctor. Objective Structured Clinical Examination (OSCE) is an ideal way to assess clinical skills for undergraduated, graduated, and postdraduated clinical students. The low score in some OSCE station can be an input for teaching and curriculum improvement. This study aim to analyzed student competency achievement in first term in 2017/2018 academic year in  Fakultas Kedokteran Universitas HKBP Nommensen. Methods: This study was qualitative study with descriptive design. The sample was OSCE score in first term in 2017/2018 academic year. Student achievement was the mean score of every student in all station in OSCE. Competency achievement was the mean of students score for every competency in OSCE. Next, the stations was categorized in practice/ procedure skills station and clinical reasoning skills station. Skills achievement was got form the mean of score (in percent) of procedure skills and clinical reasoning station. Indept interview with students and lectures was held to knowed their perception about OSCE. Results: Students’ achievement in OSCE of first term academic year 2017/2018 was 62.4% for 2015’s students, and 64.6% for 2016’ students. The lowest competency achievement of 2015’s students was diagnosis and differential diagnosis. For the 2016’s students, it was farmacology treatment. Practice/ procedure skills achievement in OSCE of first term academic year 2017/2018 was 61.34% (2015’s students) and 74.4% (2016’s students). The clinical reasoning skills achievement was 62.80% (2015’s students), and 58.77% (2016’s students). Based on indept interview, the things that make student’s achievement low were the clinical reasoning ability of students was still low, the standard patient that involved in OSCE didn’t acted properly, the students’ knowledge about medicine and prescription was poor, and there were lot of learning schedules and learning subjects that students must did and learned. Conclusions:  Students’ achievement in OSCE of first term academic year 2017/2018 is need to  be improved.

The Use of a Modified Script Concordance Test in Clinical Rounds to Foster and Assess Clinical Reasoning Skills

2021 ◽  
Author(s):  
Jordan D. Tayce ◽  
Ashley B. Saunders
Keyword(s):  
Clinical Reasoning ◽  
Assessment For Learning ◽  
Learning Activity ◽  
Free Text ◽  
Valuable Insight ◽  
Script Concordance Test ◽  
Concordance Test ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

The development of clinical reasoning skills is a high priority during clinical service, but an unpredictable case load and limited time for formal instruction makes it challenging for faculty to foster and assess students’ individual clinical reasoning skills. We developed an assessment for learning activity that helps students build their clinical reasoning skills based on a modified version of the script concordance test (SCT). To modify the standard SCT, we simplified it by limiting students to a 3-point Likert scale instead of a 5-point scale and added a free-text box for students to provide justification for their answer. Students completed the modified SCT during clinical rounds to prompt a group discussion with the instructor. Student feedback was positive, and the instructor gained valuable insight into the students’ thought process. A modified SCT can be adopted as part of a multimodal approach to teaching on the clinic floor. The purpose of this article is to describe our modifications to the standard SCT and findings from implementation in a clinical rounds setting as a method of formative assessment for learning and developing clinical reasoning skills.

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.

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