Teaching strategies of clinical reasoning in advanced nursing clinical practice: A scoping review |
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| Affiliation: | 1. Department of Cardiology and Cardiac Surgery, Cardio Centro Ticino Institute, Ente Ospedaliero Cantonale, Lugano, Switzerland;2. Nursing Direction of Settore Anziani Città di Bellinzona, Bellinzona, Switzerland;3. Department of Pharmacy, Health and Nutritional Sciences (DFSSN), University of Calabria, Rende, Italy;4. Department of Business Economics, Health and Social Care (DEASS), University of Applied Sciences and Arts of Southern Switzerland, Manno, Switzerland;1. Bursa Uludag University Vocational School of Health Services, Bursa, Turkey;2. Istanbul University-Cerrahpasa, Florence Nightingale Faculty of Nursing, Department of Public Health Nursing , Sisli, Istanbul, Turkey;1. Department of Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan;2. Department of Health Promotion and Health Education, College of Education, National Taiwan Normal University, Taipei, Taiwan;3. Institute of Clinical Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan;4. Department of Nursing, Taipei Veterans General Hospital, Taipei, Taiwan;1. Federation University, Institute of Health and Wellbeing, Berwick, Victoria, Australia;2. Victoria University, College of Health and Biomedicine, Melbourne, Victoria, Australia;1. School of Health and Social Care, AP University of Applied Sciences, Noorderplaats 2, 2000 Antwerp, Belgium;2. Centre for Research and Innovation in Care, University of Antwerp, Universiteitsplein 1, 2610 Antwerp, Belgium;3. Research Group Healthy Region, HZ University of Applied Sciences, Edisonweg 4, 4382 NW Vlissingen, The Netherlands;4. Edinburgh Napier University, School of Health and Social Care, Edinburgh, Scotland, UK;5. Family Medicine and Population Health, University of Antwerp, Fort VI straat 226 -262, 2610 Antwerp, Belgium;1. Karadeniz Technical University, Faculty of Health Sciences, Department of Nursing, Trabzon, Turkey;2. Kırıkkale University, Faculty of Health Sciences, Nursing Department, Kırıkkale, Turkey;3. Gazi University Faculty of Health Sciences, Nursing Department, Ankara, Turkey |
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| Abstract: | Aim/objectiveTo report and synthesize the main strategies for teaching clinical reasoning described in the literature in the context of advanced clinical practice and promote new areas of research to improve the pedagogical approach to clinical reasoning in Advanced Practice Nursing.BackgroundClinical reasoning and clinical thinking are essential elements in the advanced nursing clinical practice decision-making process. The quality improvement of care is related to the development of those skills. Therefore, it is crucial to optimize teaching strategies that can enhance the role of clinical reasoning in advanced clinical practice.DesignA scoping review was conducted using the framework developed by Arksey and O’Malley as a research strategy. Consistent with the nature of scoping reviews, a study protocol has been established.MethodsThe studies included and analyzed in this scoping review cover from January 2016 to June 2022. Primary studies and secondary revision studies, published in biomedical databases, were selected, including qualitative ones. Electronic databases used were: CINAHL, PubMed, Cochrane Library, Scopus, and OVID. Three authors independently evaluated the articles for titles, abstracts, and full text.Results1433 articles were examined, applying the eligibility and exclusion criteria 73 studies were assessed for eligibility, and 27 were included in the scoping review. The results that emerged from the review were interpreted and grouped into three macro strategies (simulations-based education, art and visual thinking, and other learning approaches) and nineteen educational interventions.ConclusionsAmong the different strategies, the simulations are the most used. Despite this, our scoping review reveals that is necessary to use different teaching strategies to stimulate critical thinking, improve diagnostic reasoning, refine clinical judgment, and strengthen decision-making. However, it is not possible to demonstrate which methodology is more effective in obtaining the learning outcomes necessary to acquire an adequate level of judgment and critical thinking. Therefore, it will be necessary to relate teaching methodologies with the skills developed. |
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| Keywords: | Educational strategies Advanced practice nursing Nursing education Teaching methodology Clinical reasoning Critical thinking |
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