A middle-range theory for developing clinical reasoning skills in undergraduate midwifery students

Baloyi, Olivia B.; Mtshali, Ntombifikile Gloria

doi:10.1016/j.ijans.2018.10.004

Cited by 12 publications

(22 citation statements)

References 41 publications

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“…In line with this finding, previous studies showed that integrating CR skills into the structure of nursing education programs can be associated with learning experiences that improve CR skills among nurses 23,24,37 . Successful CR skill improvement largely depends on the availability of an appropriate educational structure and hence, development of this structure should be the starting point of CR skill improvement programs 20 . Nursing education has significant role in cognitively empowering nurses to use CR skills in daily clinical practice and challenging conditions, link different situations to each other, and make appropriate clinical decisions and judgments 24 .…”

Section: Discussionmentioning

confidence: 65%

“…23,24,37 Successful CR skill improvement largely depends on the availability of an appropriate educational structure and hence, development of this structure should be the starting point of CR skill improvement programs. 20 Nursing education has significant role in cognitively empowering nurses to use CR skills in daily clinical practice and challenging conditions, link different situations to each other, and make appropriate clinical decisions and judgments. 24 Therefore, educational programs in nursing should provide nurses with the opportunity of understanding the importance of CR skills and motivate them for broadening their CR-related knowledge and skills.…”

Section: Improvement Of the Efficiency Of Nursing Educationmentioning

confidence: 99%

“…CR skill improvement is widely affected by nurses' thinking skills, [12][13][14][15] educational strategies, 16 and actual practice in clinical settings. [17][18][19] However, most previous studies focused on CR skill improvement through educational strategies and CR models, 18,[20][21][22][23][24][25][26][27][28][29][30][31][32] or addressed only some aspects of CR skill improvement. 16,17,20,24 Moreover, some studies reported problems in CR skill improvement among nurses 3,15,25 and highlighted the need for further studies to determine strategies for CR skill improvement.…”

mentioning

confidence: 99%

“…[17][18][19] However, most previous studies focused on CR skill improvement through educational strategies and CR models, 18,[20][21][22][23][24][25][26][27][28][29][30][31][32] or addressed only some aspects of CR skill improvement. 16,17,20,24 Moreover, some studies reported problems in CR skill improvement among nurses 3,15,25 and highlighted the need for further studies to determine strategies for CR skill improvement. 3,12,14,15,25 Applying strategies to improve CR skills, in addition to delivering competent nursing care can also be beneficial in achieving positive outcomes for patients.…”

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confidence: 99%

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Exploration and prioritization of strategies to improve clinical reasoning skills among coronary care nurses: A qualitative study

et al. 2022

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Introduction Clinical reasoning (CR) is the most important competency for safe and quality care delivery in coronary care unit (CCU). Nonetheless, evidence shows that nurses in CCU do not have the necessary CR skills to manage challenging situations and provide quality care in these units. Identifying the possible strategies for CR skill improvement is a key step in improving nurses' CR skills. Aim The aim of the study was to explore and prioritize strategies for CR skill improvement among nurses in CCU. Design A qualitative design was used. Methods This qualitative study was conducted in 2020 in the CCU of a subspecialty heart hospital. Participants were nurses, head nurses, nursing supervisors, nursing manager, clinical nursing instructors, and cardiologists. Initially, necessary data to identify strategies for CR skill improvement were collected through semistructured interviews with 16 participants and were analyzed through conventional content analysis. Then, the determined strategies were prioritized through quantitative scoring by 24 participants in three focus group discussions. The Suitability, Feasibility, and Flexibility matrix was used for scoring. Results The main three strategies of CR skill improvement were improvement of the efficiency of nursing education, effective management in nursing, and development of professional nursing. The mean scores of these categories in the possible range of 3–9 were 8.20, 8.04, and 7.83, respectively. Conclusion This study provides a firm scientific basis for strategies to improve CR skills among nurses in CCU. Strategies determined in the present study can be used to develop interventions to improve nurses' CR skills and promote strength‐based nursing.

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Section: Discussionmentioning

confidence: 65%

Section: Improvement Of the Efficiency Of Nursing Educationmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Exploration and prioritization of strategies to improve clinical reasoning skills among coronary care nurses: A qualitative study

et al. 2022

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“…Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in real-life tasks that require higher order thinking skills (HOTS) (Baloyi & Mtshali, 2018) employed by experts daily. Learners engage in realistic tasks and use real-world resources and tools that provide them opportunities to learn with intention by thinking and acting like experts in order to address real-life problems (Redmond, Davies, Cornally, Adam, Daly, Fegan, & O'Toole, 2018).…”

Section: Introductionmentioning

confidence: 99%

Authentic Learning: A Concept Analysis

Ndawo¹

2021

GJHS

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Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically analyse AL. A 17-year period from 1988 to 2015 was used to search several databases. The defining attributes which included antecedents, the process and consequences of AL emerged. The consequence of AL in nursing education is a competent, critical, autonomous, independent, lifelong graduate desirable for the 21st-century global healthcare system. A theoretical definition of AL was also formulated. The study findings indicated that nurse educators can be assisted to design AL tasks that expose learners to AL thus implications were stated and recommendations were made.

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Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners

Jarvis

Baloyi

2020

International Journal of Africa Nursing Sciences

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A middle-range theory for developing clinical reasoning skills in undergraduate midwifery students

Cited by 12 publications

References 41 publications

Exploration and prioritization of strategies to improve clinical reasoning skills among coronary care nurses: A qualitative study

Exploration and prioritization of strategies to improve clinical reasoning skills among coronary care nurses: A qualitative study

Authentic Learning: A Concept Analysis

Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners

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