Professional Documents
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Clinical Reasoning
Cassity Clay
310-02
Sister Hawkins
Clinical Reasoning
Nurses often have multiple patients at once who demand a great deal of care. Nurses have
to be able to assess their patients needs thoroughly and provide treatment in a timely matter.
process by which nurses think abstractly to assess their patients situations in order to provide
pertinent interventions. This thinking process is a cutting-edge assessment tool that focuses on
different forms of data and clinical decision-making (Forsberg, 2014). Clinical reasoning is often
confused with the term critical thinking, which is an information-based practice that does not
take the specific patients situation into account. In contrast, clinical reasoning is a combined
process that uses critical thinking skills in addition to specific patient symptoms (Lee, Joo Lee,
Clinical reasoning is vital to the field of nursing as it can potentially save lives, if used
correctly and efficiently. Nurses with effective clinical reasoning skills have a positive impact
on patient outcomes. Conversely, those with poor clinical reasoning skills often fail to detect
2009). Besides potentially saving a life by using clinical reasoning, nurses may be able to detect
other changes in patients that arent life threatening such as emotional stability, spiritual distress,
and flatted affect. According to Tuttle, Bialocerkowsk, and Laakso (2016), one of the most
experience. Another effective learning tool used in developing clinical reasoning is a concept
map. Concept maps are a visual aid that allow nurses to write down patient symptoms, vital
signs, medications, laboratory values, and other diagnostic findings. By doing this, the nurse will
Clinical reasoning is important not only to the nursing profession, but also nursing
students. A better understanding of clinical reasoning will enhance nursing student practice,
professional practice, and guide further research (Simmons, 2009). Additionally, when students
are not prepared to enter the work field, they may make irrational choices that lead to hazardous
consequences. A study done by New South Wales Health Patient Safety and Clinical Quality
Programme concluded that while graduated nursing students had adequate content knowledge
and procedural skills, they lacked in the ability to assess and respond to critical situations
Conclusion
In summary, clinical reasoning is pertinent to the field of nursing to provide the best level
of healthcare possible. Although this skill is not innate, it can be learned over time through
References
E. F. (2014). Clinical reasoning in nursing, a think-aloud study using virtual patients A base for
doi:doi.org/10.1016/j.nedt.2013.07.010
Lee, J., Bae, U., Lee, Y., & Seo, M. (2016). Registered nurses' clinical reasoning skills and
doi:doi.org/10.1016/j.nedt.2016.08.017
http://www.utas.edu.au/__data/assets/pdf_file/0003/263487/Clinical-Reasoning-
Instructor-Resources.pdf
Simmons, B. (2009). Clinical reasoning: concept analysis. Journal of Advanced Nursing, 66(5),
Tuttle , N., Bialocerkowsk, A., & Laakso, E. (2016). Combining patient centred simulation with
reasoning skills to transition from classroom to clinical practice. Manual Therapy, 46, 55-
65. doi:doi.org.byui.idm.oclc.org/10.1016/j.math.2016.05.600