Teaching and Learning Clinical Reasoning in Nursing Education: A Student Training Course

Teaching and Learning Clinical Reasoning in Nursing Education: A Student Training Course

Clinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the "Clinical Reasoning in Nursing a...

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Published in:Healthcare (Basel) Vol. 12; no. 12; p. 1219
Main Authors: Leal, Paula, Poeira, Ana, Mendes, Diana Arvelos, Batalha, Nara, Franco, Hugo, Nunes, Lucília, Marques, Fernanda, Pađen, Ljubiša, Stefaniak, Małgorzata, Pérez-Perdomo, Ana, Bangels, Lore, Lemmens, Kathleen, Amaral, Guida
Format: Journal Article
Language:English
Published: Switzerland MDPI AG 19-06-2024
MDPI
Subjects:
Brief Report
Clinical medicine
clinical reasoning
Cognition & reasoning
Critical thinking
Curricula
Decision making
Health aspects
Health sciences
Learning
Methods
Midwifery education
Nursing care
Nursing education
Nursing skills
nursing students
Pedagogy
Problem solving
Qualitative research
Reasoning
Self-efficacy
Students
Study and teaching
Teachers
teaching
Teaching methods
Europe
Belgium
Spain
teaching
clinical reasoning
nursing education
nursing students
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Summary:Clinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the "Clinical Reasoning in Nursing and Midwifery Education and Practice" project as part of the Erasmus+ project. As a partner, our team designed a multiplier event-the student training course. The aim of this report is to describe the construction and development of this clinical reasoning training course for nursing students. We outline the pedagogical approach of an undergraduate training course on clinical reasoning in 2023, which we separated into four stages: (i) welcoming, (ii) knowledge exploration, (iii) pedagogical learning, and (iv) sharing experience. This paper presents the learning outcomes of the collaborative reflection on and integration of the clinical reasoning concept among nursing students. This educational experience fostered reflection and discussion within the teaching team of the nursing department regarding the concept, models, and teaching/learning methods for clinical reasoning, with the explicit inclusion of clinical reasoning content in the nursing curriculum. We highlight the importance of implementing long-term pedagogical strategies in nursing education.
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content type line 23
ISSN:2227-9032
2227-9032
DOI:10.3390/healthcare12121219