Clinical reasoning. Instructor resources

Authors

Tracy Levett-Jones, University of Newcastle
Kerry Hoffman, University of Newcastle
Sharon R. Bourgeois, University of WollongongFollow
Raelene Kenny, University of Newcastle
Jennifer Dempsey, University of Newcastle
Noelene Hickey, University of Newcastle
Sharyn Hunter, University of Newcastle
Sarah Jeong, University of Newcastle
Carol Norton, University of Newcastle
Jan Roche, University of Newcastle
Carol Arthur, University of Newcastle
Samuel Lapkin, University of Newcastle
Karen Jeffrey, University of Newcastle

RIS ID

72512

Publication Details

Levett-Jones, T., Hoffman, K., Bourgeois, S. R., Kenny, R., Dempsey, J., Hickey, N., Hunter, S., Jeong, S., Norton, C., Roche, J., Arthur, C., Lapkin, S. & Jeffrey, K. (2009). Clinical reasoning. Instructor resources. University of Newcastle: School of Nursing and Midwifery Faculty of Health, University of Newcastle.

Abstract

In the literature the terms clinical reasoning, clinical judgment, problem solving, decision making and critical thinking are often used interchangeably. In this learning package we use the term clinical reasoning to describe the process by which nurses (and other clinicians) collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process (Hoffman, 2007; Kraischsk & Anthony, 2001; Laurie et al., 2001). The clinical reasoning process is dependent upon a critical thinking 'disposition' (Scheffer & Rubenfeld, 2000) and is influenced by a person's attitude, philosophical perspective and preconceptions (McCarthy, 2003). Clinical reasoning is not a linear process but can be conceptualised as a series or spiral of linked and ongoing clinical encounters.