Clinical reasoning of nursing students on clinical placement: Clinical educators' perceptions
Clinical reasoning of nursing students on clinical placement: Clinical educators' perceptions
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DOI：
10.1016/j.nepr.2016.03.002
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发表时间：
2016-05-01
影响因子：
3.2
通讯作者：
Arthur, Carol
中科院分区：
文献类型：
--
作者：
Hunter, Sharyn;Arthur, Carol
研究生护士可能有足够的知识和临床心理技能，但他们已被确定为缺乏临床推理能力，提供安全，有效的护理，这表明当代教育方法并不总是有利于护理学生的临床推理的发展。虽然护理文献阐述了临床推理的概念，并开发模型，证明临床推理，有很少发表关于护理学生和临床推理在临床placement.Semi-structured访谈进行了10个临床教育工作者，以了解他们如何认识，发展和评价护理学生的临床推理，而在临床上的位置。本研究发现变异的临床教育工作者的概念化，识别和促进学生的临床推理。虽然大多数的临床教育工作者将临床推理概念化为一个过程，但那些没有表现出最大变异性的人在识别和促进学生的临床推理。在这项研究中的临床教育工作者还描述了无法充分评价学生的临床推理在临床安置与使用当前的性能评估工具。(C)2016爱思唯尔有限公司版权所有
Graduate nurses may have knowledge and adequate clinical psychomotor skills however they have been identified as lacking the clinical reasoning skills to deliver safe, effective care suggesting contemporary educational approaches do not always facilitate the development of nursing students' clinical reasoning. While nursing literature explicates the concept of clinical reasoning and develops models that demonstrate clinical reasoning, there is very little published about nursing students and clinical reasoning during clinical placements.Semi-structured interviews were conducted with ten clinical educators to gain an understanding of how they recognised, developed and appraised nursing students' clinical reasoning while on clinical placement. This study found variability in the clinical educators' conceptualisation, recognition, and facilitation of students' clinical reasoning. Although most of the clinical educators conceptualised clinical reasoning as a process those who did not demonstrated the greatest variability in the recognition and facilitation of students' clinical reasoning. The clinical educators in this study also described being unable to adequately appraise a student's clinical reasoning during clinical placement with the use of the current performance assessment tool. (C) 2016 Elsevier Ltd. All rights reserved.