Clinical reasoning: concept analysis

Simmons, Barbara

doi:10.1111/j.1365-2648.2010.05262.x

Cited by 287 publications

(253 citation statements)

References 39 publications

(44 reference statements)

Supporting

Mentioning

234

Contrasting

Unclassified

Order By: Relevance

“…The definition of clinical reasoning is often associated with critical thinking, clinical judgment and decisionmaking (6) , without making it explicit to the reader which adopted understanding of the concept it is within each study. This situation by itself weakens the integration of results from different research, which is characterized as one of the limitations of this study.…”

Section: Discussionmentioning

confidence: 99%

“…Clinical reasoning is a generic term that is commonly referred to as the processes through which information is obtained and interpreted to draw the necessary conclusions for health care. However, other expressions are used interchangeably with clinical reasoning, such as clinical judgment, decision-making process or even critical thinking (5)(6) . Regardless, clinical reasoning is a primary skill in nursing practice because it is through it that professionals identify, prioritize, and establish plans, as well as interpret clinical data (2) .…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Clinical reasoning in undergraduate nursing education: a scoping review

Menezes

Corrêa

Silva

et al. 2015

Rev. esc. enferm. USP

View full text Add to dashboard Cite

Objective:This study aimed at analyzing the current state of knowledge on clinical reasoning in undergraduate nursing education. Methods: A systematic scoping review through a search strategy applied to the MEDLINE database, and an analysis of the material recovered by extracting data done by two independent reviewers. The extracted data were analyzed and synthesized in a narrative manner. Results: From the 1380 citations retrieved in the search, 23 were kept for review and their contents were summarized into five categories: 1) the experience of developing critical thinking/clinical reasoning/decision-making process; 2) teaching strategies related to the development of critical thinking/clinical reasoning/decision-making process; 3) measurement of variables related to the critical thinking/clinical reasoning/decision-making process; 4) relationship of variables involved in the critical thinking/clinical reasoning/decisionmaking process; and 5) theoretical development models of critical thinking/clinical reasoning/decision-making process for students. Conclusion: The biggest challenge for developing knowledge on teaching clinical reasoning seems to be finding consistency between theoretical perspectives on the development of clinical reasoning and methodologies, methods, and procedures in research initiatives in this field.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Clinical reasoning in undergraduate nursing education: a scoping review

Menezes

Corrêa

Silva

et al. 2015

Rev. esc. enferm. USP

View full text Add to dashboard Cite

show abstract

“…Nicklin & McVeety (2002) found that Canadian nurses perceived that healthcare environment uncertainty jeopardize patient safety. Also (Simmons, 2010;Penrod, 2007;and Rabey, 2006) found that experiencing clinical uncertainty put patient safety and their quality of care at risk.…”

Section: Discussionmentioning

confidence: 99%

Intensive Care Unit Nurses' Uncertainty and Patient Safety Culture

El-Demerdash¹,

Obied²

2017

IJSN

View full text Add to dashboard Cite

Intensive care unit (ICU) nurses face many uncertain situations that may affect their patient care decisions and jeopardize patients' safety.Aim: This study aimed to explore the relationship between uncertainty and patient safety culture among intensive care unit nurses at Tanta Main University Hospital. Results: 74.2% of participant ICU nurses' experienced high levels of uncertainty. Above half (56.1% and 56.1%) of them always experienced being uncomfortable and confused& loss of control when facing uncertain situations in ICUs. 84.5% and 76.8% of them always used team work; and learn from past experience to deal with uncertainty. 47.1% of them evaluated patient safety in their ICUs as acceptable and bad. There was a high statistical negative correlation between the levels of patient safety culture and experiencing uncertainty by ICU nurses at p= 0.000.Conclusions: ICU nurses experienced high level of uncertainty; they rely on experience and teamwork rather than evidence-based practices to manage clinical uncertainty. High statistical significant negative correlation was found between patient safety culture and experiencing uncertainty by ICU nurses.

show abstract

“…The process of clinical reasoning is multifarious and clinicians of all levels of ability and experience look to develop the cognitive elements of decision-making to enhance practice and improve patient-care (Benner 1984;Higgs 1992;Neistadt 1996). This synthesising process involves considering many facets of patient data, clinician experience, clinician knowledge, and the literature (Higgs and Jones 2008;Simmons 2010). This interactive process then further evidences the clinical decision (Childs et al 2003;Curran et al 2006;Doody & McAteer 2002;Noll et al 2001;Orme & Maggs 1993).…”

Section: Introductionmentioning

confidence: 99%

The role of clinician emotion in clinical reasoning: Balancing the analytical process

2016

View full text Add to dashboard Cite

TitleThe role of clinician emotion in clinical reasoning: balancing the analytical process.Key words: Physiotherapy; reasoning; emotion. Authors DiscussionIt is proposed that clinicians should consider the emotions associated with decision-making, especially when there is concern surrounding a presentation. Reflecting on practice in the clinical environment and subsequently applying this to a patient presentation should involve some acknowledgement of clinicians' physical responses, emotions and how they may play a part in any decision made. Presenting intuition and gut-feeling as separate reasoning methods and how these processes co-exist with other more accepted reasoning such as hypotheticodeductive is also discussed. ConclusionMusculoskeletal physiotherapy should consider the elements of feelings, emotions and physical responses when applying reflective practice principles. Furthermore, clinicians dealing with difficult and challenging presentations should look at the emotional as well as the analytical experience when justifying decisions and learning from practice.

show abstract

Clinical reasoning: concept analysis

Cited by 287 publications

References 39 publications

Clinical reasoning in undergraduate nursing education: a scoping review

Clinical reasoning in undergraduate nursing education: a scoping review

Intensive Care Unit Nurses' Uncertainty and Patient Safety Culture

The role of clinician emotion in clinical reasoning: Balancing the analytical process

Contact Info

Product

Resources

About