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Pérez-Perdomo A, Zabalegui A. Teaching Strategies for Developing Clinical Reasoning Skills in Nursing Students: A Systematic Review of Randomised Controlled Trials. Healthcare (Basel) 2023; 12:90. [PMID: 38200996 PMCID: PMC10779280 DOI: 10.3390/healthcare12010090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2023] [Revised: 12/13/2023] [Accepted: 12/28/2023] [Indexed: 01/12/2024] Open
Abstract
BACKGROUND Clinical reasoning (CR) is a holistic and recursive cognitive process. It allows nursing students to accurately perceive patients' situations and choose the best course of action among the available alternatives. This study aimed to identify the randomised controlled trials studies in the literature that concern clinical reasoning in the context of nursing students. METHODS A comprehensive search of PubMed, Scopus, Embase, and the Cochrane Controlled Register of Trials (CENTRAL) was performed to identify relevant studies published up to October 2023. The following inclusion criteria were examined: (a) clinical reasoning, clinical judgment, and critical thinking in nursing students as a primary study aim; (b) articles published for the last eleven years; (c) research conducted between January 2012 and September 2023; (d) articles published only in English and Spanish; and (e) Randomised Clinical Trials. The Critical Appraisal Skills Programme tool was utilised to appraise all included studies. RESULTS Fifteen papers were analysed. Based on the teaching strategies used in the articles, two groups have been identified: simulation methods and learning programs. The studies focus on comparing different teaching methodologies. CONCLUSIONS This systematic review has detected different approaches to help nursing students improve their reasoning and decision-making skills. The use of mobile apps, digital simulations, and learning games has a positive impact on the clinical reasoning abilities of nursing students and their motivation. Incorporating new technologies into problem-solving-based learning and decision-making can also enhance nursing students' reasoning skills. Nursing schools should evaluate their current methods and consider integrating or modifying new technologies and methodologies that can help enhance students' learning and improve their clinical reasoning and cognitive skills.
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Pađen L, Pajnič M, Vettorazzi R, Pérez-Perdomo A, Stefaniak M, Claes N, Franco H, Vandervoort A, Ravljen M. "Learning a Way of Thinking"-World Café on Clinical Reasoning in Nursing and Midwifery Education and Practice across Five European Union Countries. Healthcare (Basel) 2023; 11:2969. [PMID: 37998462 PMCID: PMC10671496 DOI: 10.3390/healthcare11222969] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 10/29/2023] [Accepted: 11/13/2023] [Indexed: 11/25/2023] Open
Abstract
Clinical reasoning is a key attribute of nursing and midwifery professionals. As a part of the Erasmus plus project, we designed a study with the aim of exploring the understanding of clinical reasoning as a concept, experiences of teaching clinical reasoning and practices related to using clinical reasoning in nursing and midwifery. A qualitative study was carried out using the World Café method, involving 44 participants from five European countries. The participants represented diverse professional backgrounds, including nurses, midwives and lecturers. Our analytical approach was based on a thematic analysis. We categorized the data into three main categories, namely, "Spiral of thinking", "The learning and teaching of a way of thinking" and "Clinical reasoning in real life", all under an overarching theme, "Learning a way of thinking". This study highlighted areas of learning and teaching which can be improved in current nursing and midwifery education. Furthermore, it identified barriers, facilitators and practices from five European countries which can be used in the further development of nursing and midwifery curricula and courses with the aim of enhancing clinical reasoning competence and ultimately improving patient care.
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Affiliation(s)
- Ljubiša Pađen
- Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia; (L.P.); (M.P.); (R.V.)
| | - Manca Pajnič
- Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia; (L.P.); (M.P.); (R.V.)
| | - Renata Vettorazzi
- Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia; (L.P.); (M.P.); (R.V.)
| | | | - Małgorzata Stefaniak
- Faculty of Health Sciences, Medical University of Warsaw, 02-091 Warsaw, Poland;
| | - Nele Claes
- HBO Verpleegkunde Genk, 3600 Genk, Belgium;
| | - Hugo Franco
- School of Health Setúbal, Setúbal Polytechnic University, 2910-761 Setúbal, Portugal;
| | | | - Mirjam Ravljen
- Faculty of Health Sciences, University of Ljubljana, 1000 Ljubljana, Slovenia; (L.P.); (M.P.); (R.V.)
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Huang HM, Huang CY, Lin KC, Yu CH, Cheng SF. Development and Psychometric Testing of the Clinical Reasoning Scale Among Nursing Students Enrolled in Three Types of Programs in Taiwan. J Nurs Res 2023; 31:e263. [PMID: 36976537 DOI: 10.1097/jnr.0000000000000547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023] Open
Abstract
BACKGROUND There is no instrument currently available to assess the essential nursing competency of clinical reasoning (CR). PURPOSE The purpose of this study was to develop and test the psychometric properties of CR assessment instrument appropriate for use with nursing students across different types of programs. METHODS H. M. Huang et al.'s (2018) Framework of Competencies of Clinical Reasoning for Nursing Students was used to guide this study. Two rounds of Delphi study and confirmatory factor analysis (CFA) were conducted to test content and construct validity. Internal consistency was tested for reliability. RESULTS The four-domain, 16-item Likert-scale Clinical Reasoning Scale (CRS) was developed. One thousand five hundred four nursing students currently enrolled in three different types of nursing programs completed the CRS. The content validity index was .85-1.0, the CFA indicated goodness of fit, and the Cronbach's α score range was .78-.89. CONCLUSION The CRS is a valid and reliable tool for assessing CR in nursing students in different types of nursing program.
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Affiliation(s)
- Hui-Man Huang
- PhD, RN, Assistant Professor, School of Nursing, Tzu Chi University of Science and Technology, Hualien, Taiwan, ROC
| | - Chu-Yu Huang
- PhD, RN, Professor, School of Nursing, Cedarville University, Ohio, USA
| | - Kuan-Chia Lin
- PhD, Professor, National Yang Ming Chiao Tung University, Taipei, Taiwan, ROC
| | - Chia-Hui Yu
- PhD, RN, Assistant Professor, Mass Communication Center, Chung Shan Medical University Hospital, and School of Nursing, Chung Shan Medical University, Taichung City, Taiwan, ROC
| | - Su-Fen Cheng
- PhD, RN, Professor, Department of Health Allied Education and E-learning, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan, ROC
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Elvén M, Welin E, Wiegleb Edström D, Petreski T, Szopa M, Durning SJ, Edelbring S. Clinical Reasoning Curricula in Health Professions Education: A Scoping Review. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231209093. [PMID: 37900617 PMCID: PMC10605682 DOI: 10.1177/23821205231209093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Accepted: 06/09/2023] [Indexed: 10/31/2023]
Abstract
OBJECTIVES This scoping review aimed to explore and synthesize current literature to advance the understanding of how to design clinical reasoning (CR) curricula for students in health professions education. METHODS Arksey and O'Malley's 6-stage framework was applied. Peer-reviewed articles were searched in PubMed, Web of Science, CINAHL, and manual searches, resulting in the identification of 2932 studies. RESULTS Twenty-six articles were included on CR in medical, nursing, physical therapy, occupational therapy, midwifery, dentistry, and speech language therapy education. The results describe: features of CR curriculum design; CR theories, models, and frameworks that inform curricula; and teaching content, methods, and assessments that inform CR curricula. CONCLUSIONS Several CR theories, teaching, and assessment methods are integrated into CR curricula, reflecting the multidimensionality of CR among professions. Specific CR elements are addressed in several curricula; however, no all-encompassing CR curriculum design has been identified. These findings offer useful insights for educators into how CR can be taught and assessed, but they also suggest the need for further guidance on educational strategies and assessments while learners progress through an educational program.
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Affiliation(s)
- Maria Elvén
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - Elisabet Welin
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - Desiree Wiegleb Edström
- Faculty of Medicine and Health, School of Medical Sciences, Örebro University, Örebro, Sweden
| | - Tadej Petreski
- Institute for Biomedical Sciences, Faculty of Medicine, University of Maribor, Maribor, Slovenia
- Department of Nephrology, Clinic for Internal Medicine, University Medical Centre Maribor, Maribor, Slovenia
| | - Magdalena Szopa
- Department of Metabolic Diseases, Jagiellonian University Medical College, Krakow, Poland
| | - Steven J. Durning
- Department of Medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Samuel Edelbring
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
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Connor J, Flenady T, Massey D, Dwyer T. Clinical judgement in nursing - An evolutionary concept analysis. J Clin Nurs 2022. [PMID: 35880251 DOI: 10.1111/jocn.16469] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 06/08/2022] [Accepted: 07/04/2022] [Indexed: 11/27/2022]
Abstract
AIMS The aim of this concept analysis was to develop a contemporary operational definition of Clinical Judgement in nursing. DESIGN Concept analysis. METHODS Rodgers' evolutionary method of concept analysis. Throughout the study, the authors followed the SRQR checklist. RESULTS This concept analysis guided the development of an operational definition of clinical judgement, within the context of nursing, articulated as Clinical judgement is a reflective and reasoning process that draws upon all available data, is informed by an extensive knowledge base and results in the formation of a clinical conclusion. CONCLUSION The purpose of this concept analysis was to propose a detailed definition of clinical judgement in nursing, that reflected its theoretical base within today's contemporary healthcare system. Using Rodgers' evolutionary method of concept analysis, surrogate terms, attributes, antecedents and consequences were identified, and a contemporary definition was developed. No patient or public contribution was required to design or undertake this research.
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Affiliation(s)
- Justine Connor
- CQUniversity Australia, Brisbane City, Queensland, Australia
| | - Tracy Flenady
- CQUniversity Australia, Brisbane City, Queensland, Australia
| | - Deb Massey
- Southern Cross University, Lismore, New South Wales, Australia
| | - Trudy Dwyer
- CQUniversity Australia, Brisbane City, Queensland, Australia
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Tutticci N, Theobald KA, Ramsbotham J, Johnston S. Exploring the observer role and clinical reasoning in simulation: A scoping review. Nurse Educ Pract 2022; 59:103301. [DOI: 10.1016/j.nepr.2022.103301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Revised: 01/05/2022] [Accepted: 01/12/2022] [Indexed: 01/10/2023]
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Guandalini LS, Santos VB, Tesoro MG, Maurício AB, Drehmer de Almeida Cruz E, de Lima Lopes J, Lopes CT, Bottura Leite de Barros AL. Cross-cultural adaptation for Brazil and validity of a guide to assist nursing students' clinical reasoning. Int J Nurs Knowl 2021; 33:215-224. [PMID: 34709720 DOI: 10.1111/2047-3095.12351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 09/25/2021] [Indexed: 11/28/2022]
Abstract
PURPOSE To assess the validity of a Written Clinical Reasoning Prompt (WCRP) to help nursing students' clinical reasoning (CR). METHOD This is a methodological study of translation and cross-cultural adaptation into Brazilian Portuguese of instruments that aim to promote CR improvement, composed of (1) WCRP; (2) two case studies; (3) a questionnaire about students' perceptions during decision-making in case studies; (4) a scoring rubric for correcting case studies. For translation and cross-cultural adaptation, stages 1-8 of the Research Diagnostic Criteria for Temporomandibular Disorders (RDC/TMD) Consortium Network were adopted. Agreement values among experts >80% and content validity coefficient (CVC) > 0.8 were considered satisfactory. For the pretest, a randomized clinical trial was carried out with 24 nursing students (intervention group, n = 14, using the WCRP to solve case studies; control group, n = 10, without using the WCRP). FINDINGS The WCRP was translated and adapted into Brazilian Portuguese, requiring minimal adjustments to obtain agreement among the judges above 80% and CVC above 0.80. Regarding face validation, an adequate agreement was obtained in the assessment by students. There was no difference in the accuracy of nursing diagnoses between the intervention and control groups in the pretest. CONCLUSION The WCRP was translated and adapted into Brazilian Portuguese and had adequate face and content validity estimates; however, there was no association with improving nursing students' diagnostic accuracy. IMPLICATIONS FOR NURSING PRACTICE The translated and adapted versions of all instruments into Brazilian Portuguese had adequate evidence of content and face validity. The use of WCRP was not associated with a significant improvement in nursing students' diagnostic accuracy. New studies with larger samples, a sample power of at least 80%, and a level of significance of 5% are needed.
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Affiliation(s)
| | - Vinicius Batista Santos
- Paulista Nursing School, Federal University of São Paulo (EPE-UNIFESP), São Paulo, SP, Brazil
| | | | | | | | - Juliana de Lima Lopes
- Paulista Nursing School, Federal University of São Paulo (EPE-UNIFESP), São Paulo, SP, Brazil
| | - Camila Takao Lopes
- Paulista Nursing School, Federal University of São Paulo (EPE-UNIFESP), São Paulo, SP, Brazil
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da Costa Bento AA, Correia Higino MHP, Oliva Fernandes AG, Raminelli da Silva TDC. Factors Related to Depressive Symptoms in University Students. AQUICHAN 2021. [DOI: 10.5294/aqui.2021.21.3.5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objective: To identify and discuss the frequency of depressive symptoms and their associated factors in university students.
Materials and method: This is a cross-sectional and descriptive study with a quantitative approach, conducted in a Higher Education Institution. The study was developed with a convenience sample consisting of 571 undergraduate students from different areas. A questionnaire was used to collect sociodemographic/academic data, as well as depressive symptoms and their associations, life habits, emotional aspects, and possible eating disorders. For data analysis, descriptive statistics and Pearson’s chi-square test were used for associations, with a significance level of 5 % (p-value ≤ 0.05).
Results: The university students presented depressive symptoms such as sleep disorders (61.1 %) and reduced self-confidence (50.9 %). There was an association of depressive symptoms with the course, satisfaction with academic performance, obesity, consumption of sugars and sweets, and practice and frequency of physical activity.
Conclusions: It is expected that the results of this research contribute to the population’s critical and reflective thinking to expand visibility and scientific studies referring to the theme, as well as to increase resources for the management of mental health and reduce the stigmas generated.
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Mohammadi-Shahboulaghi F, Khankeh H, HosseinZadeh T. Clinical reasoning in nursing students: A concept analysis. Nurs Forum 2021; 56:1008-1014. [PMID: 34228356 DOI: 10.1111/nuf.12628] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Revised: 04/23/2021] [Accepted: 06/06/2021] [Indexed: 11/29/2022]
Abstract
AIM The aim of this analysis is to clarify the concept of clinical reasoning in nursing students. BACKGROUND Sound clinical reasoning is the most important skill required in professional nursing and understanding of this concept is emphasized as a basis for clinical reasoning development in nursing education curricula. DESIGN Rodgers' concept analysis method was used to achieve a clear and understandable definition. DATA SOURCE Resources published from 2000 to 2020 were identified via electronic databases. REVIEW METHODS A review of the literature was completed, and the data were analyzed to identify the Surrogate and related terms, attributes, antecedents and consequences of the concept. RESULTS This concept is a holistic and recursive cognitive process that has a dynamic and flexible nature to perceive the patient's condition, select the best practice to respond to the situation, and learn from the situation. Clinical reasoning in nursing students emerges despite professional standards; discipline-specific knowledge, cognitive perception, critical thinking, learning experiences, and intuitive ability, and the requirements of the professional system affect its establishment in the nursing discipline. Clinical reasoning is the cognitive process underlying clinical judgment, appropriate decision making, improvement of nursing quality, metacognitive awareness, and professional competence in nursing, whose achievement, generally, paves the way for nursing professionalization and development that are important steps toward independence in the nursing profession. CONCLUSIONS The present concept analysis clarifies the concept of clinical reasoning as a complex thinking process that should be considered as a fundamental thinking skill in nursing program.
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Affiliation(s)
- Farahnaz Mohammadi-Shahboulaghi
- Iranian Research Center on Aging, Nursing Department, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
| | - Hamidreza Khankeh
- Health in Emergency and Disaster Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.,Department of Clinical Science and Education, Karolinska Institute, Stockholm, Sweden
| | - Touba HosseinZadeh
- Department of Nursing, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
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Canto VBD, Silva TGD, Santos GAD, Carvalho ECD, Morais SCRV, Frazão CMFDQ. Clinical judgment performance of undergraduate Nursing students. Rev Lat Am Enfermagem 2021; 29:e3452. [PMID: 34190943 PMCID: PMC8253357 DOI: 10.1590/1518-8345.4843.3452] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Accepted: 09/27/2020] [Indexed: 11/23/2022] Open
Abstract
Objective: to evaluate the reported performance regarding clinical judgment by
undergraduate Nursing students. Method: a cross-sectional study with the application of the Lasater Clinical
Judgment Rubric-Brazilian Version in 166 undergraduate Nursing
students from a Brazilian public university. The data were analyzed
descriptively and analytically (by comparing the level of clinical judgment
among students from the initial, intermediate, and concluding groups). The
following tests were applied: Chi-square, Fisher’s Exact and Kruskal-Wallis,
and a p-value of 0.05 was adopted. The reliability of the global instrument
(Cronbach’s alpha) was 0.786. Results: of the 166 students, 65.7% evaluated themselves as proficient in relation to
the reported performance on clinical judgment. Of the rubric’s 11 dimensions
(focused observation, recognizing deviations from expected patterns,
information seeking, prioritizing data, making sense of data, calm and
confident manner, clear communication, well-planned
intervention/flexibility, being skillful, evaluation/self-analysis, and
commitment to improvement), only four groups did not present significant
differences among them (p<0.05): focused observation, information
seeking, prioritizing data, and calm and confident manner. Conclusion: the performance on clinical judgment reported as proficient was pointed out
by 65.7% of the students and a significant statistical difference was
verified in seven dimensions, among beginners, intermediate, and concluding
students, compatible with the evolution of learning.
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Affiliation(s)
| | | | | | - Emilia Campos de Carvalho
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
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Marques MDFM, David CLAHP, Santos MAFD, Neves SCDS, Pinheiro MJF, Leal MTS. Perceptions of senior nursing students regarding clinical decision-making. Rev Bras Enferm 2021; 74:e20200921. [PMID: 33886933 DOI: 10.1590/0034-7167-2020-0921] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2020] [Accepted: 10/19/2020] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVES to understand the perceptions of senior students in an undergraduate nursing course at a nursing college in Lisbon regarding skills related to clinical decision-making learned during their initial training. METHODS qualitative study, of an exploratory and descriptive nature. Data collection occurred by carrying out a focus group with eight senior students in an undergraduate nursing course. Data treatment applied content analysis, performed with twebQDA® software. RESULTS data were analyzed according to the four dimensions of Tanner's model of clinical judgment, and noticing and interpreting stood out as the most influential in clinical decision-making. Theoretical and clinical knowledge, validation of care planning, prioritization, and capacity to discuss and debate about situations emerged as the most representative skills. FINAL CONSIDERATIONS students make decisions by means of a complex process by using the knowledge and skills learned during their training.
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Bektas I, Bektas M, Ayar D, Akdeniz Kudubes A, Sal S, Selekoglu Ok Y, Celik I. The predict of metacognitive awareness of nursing students on self-confidence and anxiety in clinical decision-making. Perspect Psychiatr Care 2021; 57:747-752. [PMID: 32840875 DOI: 10.1111/ppc.12609] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/04/2020] [Revised: 08/10/2020] [Accepted: 08/14/2020] [Indexed: 11/29/2022] Open
Abstract
PURPOSE This study was conducted to investigate the affect that metacognitive awareness in nursing students has on self-confidence and anxiety with respect to clinical decision-making. DESIGN AND METHODS The sample for this descriptive, correlational, and cross-sectional study consisted of 186 nursing students who voluntarily participated. Data were collected using the Metacognitive Awareness Inventory and Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale. Correlation and regression analyses were then performed on the data. FINDINGS Nursing students' metacognitive awareness level explained the three subdimensions of self-confidence in clinical decision-making by 26.7% (r2 = 0.267, p < 0.01), 24.6% (r2 = 0.246, p < 0.01), and 26.8% (r2 = 0.268, p < 0.01), respectively. Nursing students' metacognitive awareness level explained the three subdimensions of anxiety in clinical decision-making by 3.7% (r2 = 0.037, p < 0.01), 3.2% (r2 = 0.03, p < 0.05), and 2.4% (r2 = 0.024, p < 0.05), respectively. IMPLICATIONS FOR NURSING PRACTICE Clinical decision-making skills can be supported by increasing students' metacognitive awareness.
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Affiliation(s)
- Ilknur Bektas
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Murat Bektas
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Dijle Ayar
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Aslı Akdeniz Kudubes
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Sema Sal
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Yasemin Selekoglu Ok
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Isa Celik
- Department of Pediatric Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
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Zlamal J, Gjevjon ER, Fossum M, Solberg MT, Steindal SA, Strandell-Laine C, Larsen MH, Pettersen FS, Nes AAG. Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Protocol for a Mixed Methods Systematic Review. JMIR Res Protoc 2021; 10:e25126. [PMID: 33464214 PMCID: PMC7854029 DOI: 10.2196/25126] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 11/22/2020] [Accepted: 11/24/2020] [Indexed: 01/26/2023] Open
Abstract
BACKGROUND Critical thinking is an essential skill that nursing students need to develop. Technological tools have opened new avenues for technology-supported guidance models, but the challenges and facilitators of such guidance models, as well as how they stimulate the development of critical thinking, remain unclear. OBJECTIVE We developed a protocol for a mixed methods systematic review to investigate the use of technology-supported guidance models that stimulate the development of critical thinking in nursing education clinical practice. METHODS A convergent integrated design following the Joanna Briggs Institute Manual for Evidence Synthesis will be employed. A pair of authors will select the articles by screening titles and abstracts, and the methodological quality of the articles included in the review will be assessed by a pair of authors according to checklists for specific study designs. The data will be extracted using the standardized Joanna Briggs Institute mixed methods data extraction form and following a convergent integrated approach. The thematic synthesis for data transformation will be used. RESULTS Development of a comprehensive systematic search strategy was completed in October 2020. The database searches were performed on October 21, 2020. As of January 2021, analysis and synthesis is ongoing. Completion of this review is expected by January 2021. CONCLUSIONS By combining evidence from studies with varied methodological approaches, the results should provide broad insight into the use of technology-supported guidance models for clinical practice in nursing education with a focus on the development of nursing students' critical thinking. The results of this mixed methods systematic review can also be used to develop or improve current technology-supported guidance models for clinical practice in nursing education. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/25126.
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Frichembruder K, Mello dos Santos C, Neves Hugo F. Dental emergency: Scoping review. PLoS One 2020; 15:e0222248. [PMID: 32058998 PMCID: PMC7063673 DOI: 10.1371/journal.pone.0222248] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2019] [Accepted: 01/23/2020] [Indexed: 11/22/2022] Open
Abstract
Part of the oral health care in the care network encompasses users in emergency cases. This study proposed mapping the determinants of the use of dental care services within the health care network to address dental emergencies within the Brazilian Unified Health System (UHS) and to verify the main gaps in the research in this area. This is a scoping review that took place in 2018 using Andersen's behavioral model as a reference. A total of 16 studies, out of 3786 original articles identified, were included and reviewed. Two reviewers independently conducted the selection process and the decision was consensually made. The mapping of the determinants revealed a greater number of enabling factors and a larger gap in the results. Greater use of the emergency service was registered by people in pain, women, adults, those from an urban area, people with a lower income, and those with less education. In future studies, primary surveys are recommended, which include all ages, and analyze different groups of needs and users that take into account the country's northern region and the different subjects pointed out by this review.
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Affiliation(s)
- Karla Frichembruder
- Center of Social Dentistry Research, Federal University of Rio Grande do
Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Camila Mello dos Santos
- Center of Social Dentistry Research, Federal University of Rio Grande do
Sul, Porto Alegre, Rio Grande do Sul, Brazil
- Graduate Program in Collective Health, Federal University of Rio Grande
do Sul, Porto Alegre, Rio Grande do Sul, Brazil
| | - Fernando Neves Hugo
- Graduate Program in Dentistry, Federal University of Rio Grande do Sul,
Porto Alegre, RS, Brazil
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15
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Silva NL, Lopes ROP, Bitencourt GR, Bossato HR, Brandão MAG, Ferreira MA. Social identity of transgender persons: concept analysis and proposition of nursing diagnoses. Rev Bras Enferm 2020; 73:e20200070. [DOI: 10.1590/0034-7167-2020-0070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Accepted: 07/13/2020] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: To analyze the concept of social identity of transgender persons and develop nursing diagnoses related to it. Methods: A concept analysis according to the Walker and Avant model. A scope review was carried out with a search of eight databases, a portal and two information systems, during June and July 2019. Articles, theses, and dissertations were analyzed in Portuguese, English, and Spanish, with no time frame definition. Results: Of the 6.847 productions, 10 were included, and the concept of social identity was described in 4 of them. Critical, prior, and consequential attributes for the social identity of transgender persons were identified, and the analysis of the concept substantiated the proposal of the diagnosis: Willingness to improve the social identity of the transgender person. Conclusion: Social identity establishes a relationship with health, and the proposed nursing diagnosis strengthens the sense of belonging of transgender people, enhancing their rights as citizens.
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McGrath SP, Perreard I, Ramos J, McGovern KM, MacKenzie T, Blike G. A Systems Approach to Design and Implementation of Patient Assessment Tools in the Inpatient Setting. Adv Health Care Manag 2019; 18. [PMID: 32077656 DOI: 10.1108/s1474-823120190000018012] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/09/2022]
Abstract
Failure to rescue events, or events involving preventable deaths from complications, are a significant contributor to inpatient mortality. While many interventions have been designed and implemented over several decades, this patient safety issue remains at the forefront of concern for most hospitals. In the first part of this study, the development and implementation of one type of highly studied and widely adopted rescue intervention, algorithm-based patient assessment tools, is examined. The analysis summarizes how a lack of systems-oriented approaches in the design and implementation of these tools has resulted in suboptimal understanding of patient risk of mortality and complications and the early recognition of patient deterioration. The gaps identified impact several critical aspects of excellent patient care, including information-sharing across care settings, support for the development of shared mental models within care teams, and access to timely and accurate patient information. This chapter describes the use of several system-oriented design and implementation activities to establish design objectives, model clinical processes and workflows, and create an extensible information system model to maximize the benefits of patient state and risk assessment tools in the inpatient setting. A prototype based on the product of the design activities is discussed along with system-level considerations for implementation. This study also demonstrates the effectiveness and impact of applying systems design principles and practices to real-world clinical applications.
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Oliveira Pitta Lopes R, Caniçali Primo C, Santos de Andrade Martins J, Faria Campos J, Souza Barbosa G, de Abreu Pinto Peixoto M, Antônio Gomes Brandão M. T-NDX Diagram: Educational Technology Used to Teach Diagnostic Reasoning Based on Nursing Theories. Int J Nurs Knowl 2019; 31:94-100. [PMID: 31343122 DOI: 10.1111/2047-3095.12255] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2019] [Revised: 07/06/2019] [Accepted: 07/08/2019] [Indexed: 11/27/2022]
Abstract
PURPOSE To describe an educational technology to be applied to the teaching and learning of diagnostic judgment based on nursing theories. METHODS A methodological study with 10 stages for the development of educational technology. FINDINGS An innovative educational technology is proposed to incorporate theoretical and methodological domains in a V-shaped diagram for the diagnosis judgment. CONCLUSIONS The technology is innovative in integrating theory and method in a more comprehensive and original way, considering the philosophies and world views of students throughout the reasoning process. IMPLICATIONS FOR NURSING PRACTICE T-NDx Diagram may be useful in enhancing the integration of philosophical and theoretical knowledge and diagnostic judgment, especially for nursing undergraduate students.
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Affiliation(s)
- Rafael Oliveira Pitta Lopes
- Rafael Oliveira Pitta Lopes, RN, MSN, is a PhD student at Anna Nery School of Nursing, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil, and Assistant Professor at Nursing and Midwifery Graduate Course, Federal University of Rio de Janeiro, Macaé, Brazil
| | - Cândida Caniçali Primo
- Cândida Caniçali Primo, RN, MSN, PhD, is Adjunct Professor at Nursing Department, Federal University of Espírito Santo, Vitória, Espírito Santo, Brazil
| | - Jaqueline Santos de Andrade Martins
- Jaqueline Santos de Andrade Martins, RN, MSN, PhD, is Adjunct Professor at Associação Brasileira de Ensino Universitário, Belford Roxo, Rio de Janeiro, Brazil
| | - Juliana Faria Campos
- Juliana Faria Campos, RN, MSN, PhD, is Adjunct Professor at Anna Nery School of Nursing, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
| | - Genesis Souza Barbosa
- Genesis Souza Barbosa, RN, MSN, is Assistant Professor at Nursing and Midwifery Graduate Course, Federal University of Rio de Janeiro, Macaé, Brazil
| | - Mauricio de Abreu Pinto Peixoto
- Mauricio de Abreu Pinto Peixoto, MD, PhD, is Associate Professor at Nucleus of Educational Technology for Health, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
| | - Marcos Antônio Gomes Brandão
- Marcos Antônio Gomes Brandão, RN, MSN, PhD, is Associate Professor at Anna Nery School of Nursing, Federal University of Rio de Janeiro, Rio de Janeiro, Brazil
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Melo ECAD, Enders BC, Basto ML. Plataforma PEnsinar®: a learning tool for teaching the nursing process. Rev Bras Enferm 2019; 71:1522-1530. [PMID: 30088620 DOI: 10.1590/0034-7167-2016-0411] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2016] [Accepted: 11/02/2017] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE to describe the construction and transition phases undertaken in the development of a virtual learning environment named Plataforma PEnsinar® (PEnsinar Platform®). This platform aims at teaching the nursing process and the nursing classifications NANDA International, NIC, NOC and ICNP®. METHOD this is a methodological and technological development research that used construction and transition phases of the software development process named Rational Unified Process. RESULTS the software was developed in the construction phase. Unit and integration tests of components of interfaces were held. In the transition phase, the complete system was showed to the users. It was completely working considering the applicability and employment, under conditions to be implemented and evaluated. CONCLUSION the study showed how the construction and transition phases of the Plataforma PEnsinar® were developed. It was based on a proposal that inserts the student as an active agent in the nursing process and the professor as a mediator, providing tools that will contribute to a better learning.
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Affiliation(s)
| | - Bertha Cruz Enders
- Universidade Federal do Rio Grande do Norte. Natal, Rio Grande do Norte, Brazil
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Baloyi OB, Mtshali NG. Developing clinical reasoning skills in an undergraduate midwifery program: A grounded theory inquiry. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2018. [DOI: 10.1016/j.ijans.2018.04.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
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Azevedo ALD, Araújo STCD, Pessoa Júnior JM, Silva JD, Santos BTUD, Bastos SDSF. Communication of nursing students in listening to patients in a psychiatric hospital. ESCOLA ANNA NERY 2017. [DOI: 10.1590/2177-9465-ean-2016-0325] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023] Open
Abstract
Abstract Qualitative exploratory and descriptive study with the aim of analyzing the communication of nursing students in the listening to patients in mental suffering admitted in a psychiatric hospital. The study was carried out from April to May 2013, with 23 nursing students regularly enrolled in a public higher education institution in the Southeast of Brazil. The data were collected based on artistic production and interviews, analyzed and categorized according to their thematic content. Proxemic nonverbal communication was unanimously indicated by the students based on personal-body position of face, neck, and, shoulders adopted in the listening to patients in mental suffering. The conscious use of proxemics favored clinical reasoning, improving interaction and listening in speech and thought disorders. Attentive, effective, and affective listening demands availability, control of fear, tension, anxiety, and insecurity.
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