Teaching strategies of clinical reasoning in advanced nursing clinical practice: A scoping review

Giuffrida, Silvia; Silano, Verdiana; Ramacciati, Nicola; Prandi, Cesarina; Baldon, Alessia; Bianchi, Monica

doi:10.1016/j.nepr.2023.103548

Cited by 16 publications

(5 citation statements)

References 107 publications

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“…In addition, the pre-learning content was strengthened in the pre-learning linkage stage, and su cient time and self-study opportunities were provided for discussions with team members based on cases. This method of learning has a positive effect on clinical performance by systematically exploring the subjects themselves and inferring complex clinical situations based on logical consistency [41]. In medicine and nursing, where practical training is important, the effectiveness of blended education can be enhanced when repeated learning is combined with prior and face-to-face learning [42].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of a Blended Simulation Education Program on Advanced Cardiac Life Support for Nursing Students Using the PARTNER Model

Kang,

Lee

2024

Preprint

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Background The incidence of acute cardiac arrest is increasing and is directly linked to patient survival, highlighting the critical role of nurses. Advanced nursing skills for cardiac arrest patients, such as self-directed pre-learning applied to various clinical situations, require a systematic blended learning approach to integrate knowledge and enhance clinical performance through face-to-face practice. Objectives This study aims to apply a blended simulation education program using the PARTNER model to nursing students and evaluate its effectiveness on their knowledge, confidence, performance in advanced cardiac life support, clinical performance ability, and learning satisfaction. Design: The program is structured in phases including pre-stage, pre-learning assessment, pre-learning integration, cooperative learning, core summary lectures, evaluation, and post-reflection. It is theoretically grounded in flipped learning based on the PARTNER model. Setting and Participants: The study design is a non-equivalent control group pre-post-test design, conducted from November 4 to December 30, 2022, with third-year nursing students at K University in D City, Korea. Methods The experimental group received a 480-minute advanced cardiac life support blended simulation education program using the PARTNER model, while the control group received a traditional simulation education program of equal duration. Results The study found that knowledge, confidence, performance in advanced cardiac life support, and clinical performance ability were effectively enhanced, although no significant effect was observed in learning satisfaction. Conclusions The program provides a new direction in applying blended simulation using the PARTNER model for advanced cardiac life support nursing education, ultimately contributing to the training of nurses competent in advanced cardiac life support.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of a Blended Simulation Education Program on Advanced Cardiac Life Support for Nursing Students Using the PARTNER Model

Kang,

Lee

2024

Preprint

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“…Despite this, nursing is still a neglected resource in several countries, but it can be used to expand access to palliative care and create programs that meet the diverse demands of the population in this area (1) . To meet the complex care needs of people with life-threatening diseases, new approaches and models of care are needed, such as individual-centered care and evidence-based practice, which are indispensable for the clinical practice of advanced practice nursing (APNs) (2) .…”

Section: Introductionmentioning

confidence: 99%

“…In this context, Advanced Practice Nursing (APN) plays a central role in promoting the implementation of palliative care during the disease. APN requires analytical skills, problem-solving skills, adaptive attitudes, and rapid adjustments to changing clinical scenarios (2) . Although APN is not yet regulated in Brazil, it is one of the Latin American countries with the greatest potential for APN development and training in APN, which can thus contribute to the progress of the population's positive health outcomes (7) .…”

Section: Introductionmentioning

confidence: 99%

Práticas avançadas de enfermagem em cuidados paliativos na comunidade compassiva de favela: relato de experiência

Silva,

Almeida,

Martins

et al. 2024

Online braz j nurs

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Objetivo: descrever a prática avançada do enfermeiro em cuidados paliativos que atua com a equipe Interdisciplinar em um projeto de extensão universitária nas favelas da Rocinha e Vidigal no Rio de Janeiro, Brasil. Método: Trata-se de um estudo descritivo do tipo relato de experiência, sobre a aplicabilidade de prática avançadas de enfermagem, no contexto de cuidados paliativos em comunidades vulneradas, Rocinha e Vidigal, 2019 e 2020. Resultados: Enfermeiros líderes, por meio da micropolítica, buscam o alívio do sofrimento humano, mediante o controle de sinais e sintomas físicos, psicossociais e espirituais, através de raciocínio clínico, habilidade de resolução de problemas por intermédio da consulta de enfermagem e articulação junto a equipe interdisciplinar. Conclusão: A abordagem de cuidados paliativos sob a ótica do projeto de comunidade compassiva tem mostrado uma forte prática da autonomia do enfermeiro, assim como proporciona visibilidade para a vulnerabilidade social e fortalecimento da prática avançada do enfermeiro no Brasil.

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“…The gamification of learning increases student enjoyment, and motivation and engagement in learning tasks [ 18 , 20 , 21 ]. In addition, the usefulness of gamification in clinical reasoning education for health care professional education has been reported to date [ 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

The influence of Gamification on medical students’ diagnostic decision making and awareness of medical cost: a mixed-method study

Ishizuka,

Shikino,

Kasai

et al. 2023

BMC Med Educ

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Background The gamification of learning increases student enjoyment, and motivation and engagement in learning tasks. This study investigated the effects of gamification using decision-making cards (DMCs) on diagnostic decision-making and cost using case scenarios. Method Thirty medical students in clinical clerkship participated and were randomly assigned to 14 small groups of 2–3 medical students each. Decision-making was gamified using DMCs with a clinical information heading and medical cost on the front, and clinical information details on the back. First, each team was provided with brief clinical information on case scenarios. Subsequently, DMCs depending on the case were distributed to each team, and team members chose cards one at a time until they reached a diagnosis of the case. The total medical cost was then scored based on the number and contents of cards drawn. Four case scenarios were conducted. The quantitative outcomes including confidence in effective clinical decision-making, motivation to learn diagnostic decision-making, and awareness of medical costs were measured before and after our gamification by self-evaluation using a 7-point Likert scale. The qualitative component consisted of a content analysis on the benefits of learning clinical reasoning using DMCs. Result Confidence in effective clinical decision-making, motivation to learn diagnostic decision-making, and awareness of medical cost were significantly higher after the gamification. Furthermore, comparing the clinical case scenario tackled last with the one tackled first, the average medical cost of all cards drawn by students decreased significantly from 11,921 to 8,895 Japanese yen. In the content analysis, seven advantage categories of DMCs corresponding to clinical reasoning components were extracted (information gathering, hypothesis generation, problem representation, differential diagnosis, leading or working diagnosis, diagnostic justification, and management and treatment). Conclusion Teaching medical students clinical reasoning using DMCs can improve clinical decision-making confidence and learning motivation, and reduces medical cost in clinical case scenarios. In addition, it can help students to acquire practical knowledge, deepens their understanding of clinical reasoning, and identifies several important clinical reasoning skills including diagnostic decision-making and awareness of medical costs. Gamification using DMCs can be an effective teaching method for improving medical students’ diagnostic decision-making and reducing costs.

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Teaching strategies of clinical reasoning in advanced nursing clinical practice: A scoping review

Cited by 16 publications

References 107 publications

Effectiveness of a Blended Simulation Education Program on Advanced Cardiac Life Support for Nursing Students Using the PARTNER Model

Effectiveness of a Blended Simulation Education Program on Advanced Cardiac Life Support for Nursing Students Using the PARTNER Model

Práticas avançadas de enfermagem em cuidados paliativos na comunidade compassiva de favela: relato de experiência

The influence of Gamification on medical students’ diagnostic decision making and awareness of medical cost: a mixed-method study

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