000			02076cam a2200193 4500500
005			20250121135406.0
041			_afre
042			_adc
100	1	0	_aPerrier, Charlotte _eauthor
245	0	0	_aLearning clinical reasoning in nursing using short vignettes: An exploratory study
260			_c2014.
500			_a58
520			_aIntroduction: 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			_ahypothesis generation
690			_acompetency based approach
690			_aclinical nursing reasoning
786	0		_nRecherche en soins infirmiers | o 118 | 3 | 2014-10-01 | p. 52-61 | 0297-2964
856	4	1	_uhttps://shs.cairn.info/journal-recherche-en-soins-infirmiers-2014-3-page-52?lang=en&redirect-ssocas=7080
999			_c578307 _d578307