Metacognitive Skills in Diagnostic Reasoning: Making the Implicit Explicit

Pesut, Daniel J.; Herman, RN JoAnne

doi:10.1111/j.1744-618x.1992.tb00530.x

Cited by 27 publications

(24 citation statements)

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“…The 3 rd generation nursing process model, the Outcome-Present State Test (OPT) model [11,33], was chosen because it is widely used internationally and was relevant for the focus of the study. This theoretical framework is outcome driven and builds on earlier versions of the nursing process.…”

Section: Methodsmentioning

confidence: 99%

Web-Based Virtual Patients in Nursing Education: Development and Validation of Theory-Anchored Design and Activity Models

Georg¹,

Zary²

2014

J Med Internet Res

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BackgroundResearch has shown that nursing students find it difficult to translate and apply their theoretical knowledge in a clinical context. Virtual patients (VPs) have been proposed as a learning activity that can support nursing students in their learning of scientific knowledge and help them integrate theory and practice. Although VPs are increasingly used in health care education, they still lack a systematic consistency that would allow their reuse outside of their original context. There is therefore a need to develop a model for the development and implementation of VPs in nursing education.ObjectiveThe aim of this study was to develop and evaluate a virtual patient model optimized to the learning and assessment needs in nursing education.MethodsThe process of modeling started by reviewing theoretical frameworks reported in the literature and used by practitioners when designing learning and assessment activities. The Outcome-Present State Test (OPT) model was chosen as the theoretical framework. The model was then, in an iterative manner, developed and optimized to the affordances of virtual patients. Content validation was performed with faculty both in terms of the relevance of the chosen theories but also its applicability in nursing education. The virtual patient nursing model was then instantiated in two VPs. The students’ perceived usefulness of the VPs was investigated using a questionnaire. The result was analyzed using descriptive statistics.ResultsA virtual patient Nursing Design Model (vpNDM) composed of three layers was developed. Layer 1 contains the patient story and ways of interacting with the data, Layer 2 includes aspects of the iterative process of clinical reasoning, and finally Layer 3 includes measurable outcomes. A virtual patient Nursing Activity Model (vpNAM) was also developed as a guide when creating VP-centric learning activities. The students perceived the global linear VPs as a relevant learning activity for the integration of theory and practice.ConclusionsVirtual patients that are adapted to the nursing paradigm can support nursing students’ development of clinical reasoning skills. The proposed virtual patient nursing design and activity models will allow the systematic development of different types of virtual patients from a common model and thereby create opportunities for sharing pedagogical designs across technical solutions.

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Section: Methodsmentioning

confidence: 99%

Web-Based Virtual Patients in Nursing Education: Development and Validation of Theory-Anchored Design and Activity Models

Georg¹,

Zary²

2014

J Med Internet Res

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“…Investir nos processos de pensamento dos alunos, como nas estratégias metacognitivas, indiretamente apontado por uma docente, parece ser um caminho possível e esperado na construção da competência. Elas favorecem a compreensão e o controle dos alunos sobre seus próprios processos de pensamento, como o planejamento, o monitoramento e a avaliação das suas estratégias de solução de problemas (22)(23)(24)(25) .…”

Section: Resultsunclassified

Competências e o processo ensino-aprendizagem do diagnóstico de enfermagem

Almeida

2004

Rev. Bras. Enferm.

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This is a qualitative, exploratory, descriptive and interpretative study. The objective of the study is to relate the conceptions that professors and students have over competencies with the teaching-learning process of nursing diagnosis. The study was carried out at the Nursing School of the Federal University of Rio Grande do Sul. The information was collected in two stages. The first one through eight semi-structured individual interviews and the second one through two focus groups. One of them was formed by students and the other group was formed by professors. Content analysis was used as analysis methodology. As a result three categories were found: relation with knowledge, teaching-learning strategies and institutional context of the course.

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“…Use of the OPT and reflective self-regulated learning provides both structure and strategy for educators and students in the clinical teaching-learning process. Cognitive knowledge is gained by using critical thinking strategies for understanding nursing diagnoses, content and procedures, while metacognitive knowledge is gained by reflecting and selfregulating to monitor those cognitive processes (Pesut & Herman, 1992;Kuiper & Pesut, 2004). The OPT Model of reflective clinical reasoning is a third generation, nursing process model that emphasizes reflection, outcome specification and tests of judgment within the context of individual patient stories.…”

Section: Purposementioning

confidence: 99%

“…Effective and efficient clinical reasoning requires knowledge, skills and abilities grounded in theory and supported by evidence. Reflection, supported by an individual's capacity for self-regulation leads to the development of expertise (Benner, 1992;Kuiper, 2002a;Pesut & Herman, 1992;Pesut & Herman, 1999;Walker & Redman, 1999). Clinical decision-making requires deliberate, conscious holistic discrimination and intuitive responses of expert performance (Benner, Tanner, & Chesla, 1996).…”

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confidence: 99%