Strategies to develop clinical reasoning in nursing students: A structured review.

IF 1.2 Q4 HEALTH CARE SCIENCES & SERVICES

Health SA Gesondheid Pub Date : 2025-05-09 eCollection Date: 2025-01-01 DOI:10.4102/hsag.v30i0.2889

Adele Neethling, Lizeth Roets

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Abstract

Background: Clinical reasoning, a critical skill for nursing practitioners, has been linked to positive patient outcomes. While experienced nurses often demonstrate clinical reasoning abilities, evidence exist that it can be taught and mastered, making its development a key responsibility of nursing education institutions.

Aim: To identify and describe teaching and learning strategies that can aid the development of clinical reasoning in nursing students.

Method: A structured literature review was conducted using the following databases: EBSCO Host (Academic Search Ultimate, PsycINFO, MEDLINE, ERIC, and MasterFILE Premier), NEXUS (National Research Foundation), PubMed, and ProQuest Dissertations and Theses Full Text. Keywords included 'nursing education', 'clinical reasoning', 'teaching', 'learning', and 'teaching strategies' (N = 299). Filters reduced the number to 158, with a title review yielding 21 articles and the abstract review identified 18 articles for the final review.

Results: Three main strategies were identified: (1)simulation, (2) classroom activities, and (3) e-learning. Classroom strategies yielded the most results (eight), followed by simulation (six) and e-learning (four). Each strategy incorporated various teaching modalities.

Conclusion: All identified strategies and their modalities enhance clinical reasoning development.

Contribution: Nursing faculties should consider incorporating these strategies in line with their teaching philosophy and available resources.

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培养护理学生临床推理能力的策略：一个结构化的回顾。

背景：临床推理是护理从业人员的一项关键技能，与患者的积极预后有关。虽然经验丰富的护士往往表现出临床推理能力，但有证据表明，这种能力是可以教授和掌握的，因此，发展这种能力是护理教育机构的一项关键责任。目的：确定和描述有助于护理学生临床推理能力发展的教学策略。方法：采用EBSCO Host （Academic Search Ultimate、PsycINFO、MEDLINE、ERIC和MasterFILE Premier）、NEXUS （National Research Foundation）、PubMed和ProQuest博士论文全文数据库进行结构化文献综述。关键词包括“护理教育”、“临床推理”、“教学”、“学习”和“教学策略”（N = 299）。过滤器将数量减少到158篇，其中标题审查产生21篇文章，摘要审查确定了18篇文章进行最终审查。结果：确定了三种主要策略：(1)模拟，(2)课堂活动和(3)电子学习。课堂策略产生的结果最多（8个），其次是模拟（6个）和电子学习（4个）。每种策略都包含了不同的教学模式。结论：所有确定的策略及其方式都促进了临床推理的发展。贡献：护理学院应该考虑将这些策略与他们的教学理念和现有资源相结合。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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