Learning clinical reasoning in nursing using short vignettes: An exploratory study (notice n° 578307)
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|---|---|
| fixed length control field | 02076cam a2200193 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121135406.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Perrier, Charlotte |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Learning clinical reasoning in nursing using short vignettes: An exploratory study |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2014.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 58 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Introduction: finding ways to teach clinical reasoning has been an primary concern of nursing educators for many years. Context: hypothesis generation is a critical milestone in clinical reasoning in nursing which students still struggle with at the end of their program. Aim: the study aimed at documenting nursing students’ capacity to formulate hypotheses during a vignette-based activity.Method: for this qualitative exploratory study, seventeen nursing students in the last semester of their program were recruited and divided in four groups. Each group participated once in the activity. The combined methods used for data collection were participative observation, videotaping of the activity, and a written questionnaire immediately after the activity. The clinical reasoning in nursing skills described by Fonteyn (1998) were used as the theoretical framework to analyze data. Results: results suggest that the vignette-based activity does stimulate students to formulate hypotheses. It also stimulates sharing and recollection of knowledge amongst students. Discussion: further research would be necessary to verify whether the activity could be used with students at the beginning of their nursing education. Conclusion: this type of activity could be useful in promoting the development of clinical reasoning as a complement to other educative activities used in nursing education programs. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | hypothesis generation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | competency based approach |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | clinical nursing reasoning |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Recherche en soins infirmiers | o 118 | 3 | 2014-10-01 | p. 52-61 | 0297-2964 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-recherche-en-soins-infirmiers-2014-3-page-52?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-recherche-en-soins-infirmiers-2014-3-page-52?lang=en&redirect-ssocas=7080</a> |
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