Mirinda Brown Tyo1, Mary K McCurry. 1. About the Authors Mirinda Brown Tyo, MSN, TCRN, is a PhD student, University of Massachusetts Dartmouth College of Nursing, Dartmouth, Massachusetts. Mary K. McCurry, PhD, RNC, ANP, ACNP, is an associate professor and adult gerontology PCNP track coordinator, University of Massachusetts Dartmouth College of Nursing. For more information, contact Mirinda Brown Tyo at mtyo@umassd.edu or mirinda.tyo@icloud.com.
Abstract
BACKGROUND: This study explored teaching strategies used to promote clinical reasoning in nursing education and identify outcomes used to evaluate effectiveness. METHOD: The integrative review framework by Whittemore and Knafl (2005) was used in this study. RESULTS: Strategies included simulation (n = 10); active learning strategies such as case studies, reflection, journaling, and collaborative learning (n = 13); teaching strategies such as think aloud or case studies with simulation (n = 12); and experiential or clinical experiences (n = 2). Although most studies used exams, worksheets (n = 19), or observations by clinical instructors (n = 2) to measure effectiveness, some studies (n = 8) also used surveys to measure student satisfaction, engagement, or perception; three studies measured the student's ability to use the instrument. CONCLUSION: Improving clinical thinking requires development of innovative, effective teaching strategies. Instruments that can accurately evaluate teaching and learning strategies are needed to advance this educational initiative and improve quality of care.
BACKGROUND: This study explored teaching strategies used to promote clinical reasoning in nursing education and identify outcomes used to evaluate effectiveness. METHOD: The integrative review framework by Whittemore and Knafl (2005) was used in this study. RESULTS: Strategies included simulation (n = 10); active learning strategies such as case studies, reflection, journaling, and collaborative learning (n = 13); teaching strategies such as think aloud or case studies with simulation (n = 12); and experiential or clinical experiences (n = 2). Although most studies used exams, worksheets (n = 19), or observations by clinical instructors (n = 2) to measure effectiveness, some studies (n = 8) also used surveys to measure student satisfaction, engagement, or perception; three studies measured the student's ability to use the instrument. CONCLUSION: Improving clinical thinking requires development of innovative, effective teaching strategies. Instruments that can accurately evaluate teaching and learning strategies are needed to advance this educational initiative and improve quality of care.
Authors: Jettie Vreugdenhil; Donna Döpp; Eugène J F M Custers; Marcel E Reinders; Jos Dobber; Rashmi A Kusukar Journal: J Adv Nurs Date: 2021-08-11 Impact factor: 3.057
Authors: Hege Vistven Stenseth; Simen Alexander Steindal; Marianne Trygg Solberg; Mia Alexandra Ølnes; Andrea Mohallem; Anne Lene Sørensen; Camilla Strandell-Laine; Camilla Olaussen; Caroline Farsjø Aure; Fernando Riegel; Ingunn Pedersen; Jaroslav Zlamal; Jussara Gue Martini; Paula Bresolin; Silje Christin Wang Linnerud; Andréa Aparecida Gonçalves Nes Journal: JMIR Res Protoc Date: 2022-04-04
Authors: Vanessa Arizo-Luque; Lucía Ramirez-Baena; María José Pujalte-Jesús; María Ángeles Rodríguez-Herrera; Ainhoa Lozano-Molina; Oscar Arrogante; José Luis Díaz-Agea Journal: Healthcare (Basel) Date: 2022-05-18
Authors: Aline Batista Maurício; Elaine Drehmer de Almeida Cruz; Alba Lucia Bottura Leite de Barros; Mary Gay Tesoro; Camila Takao Lopes; Anne Marie Simmons; Juliana de Lima Lopes; Lidia Santiago Guandalini Journal: Rev Lat Am Enfermagem Date: 2022-03-21
Authors: Juliana da Silva Garcia Nascimento; Kleiton Gonçalves do Nascimento; Jordana Luiza Gouvêa de Oliveira; Mateus Goulart Alves; Aline Roberta da Silva; Maria Celia Barcellos Dalri Journal: Rev Lat Am Enfermagem Date: 2020-11-06