Pesut D J, Herman J
Nurs Diagn. 1992 Oct-Dec;3(4):148-54. doi: 10.1111/j.1744-618x.1992.tb00530.x.
The metacognitive skills of monitoring, analyzing, predicting, planning, evaluating, regulating, and revising frame the nursing process and support clinical reasoning. Nurse educators who encourage metacognitive skill acquisition are likely to accelerate student comprehension, understanding, and mastery of nursing diagnosis, nursing process, and clinical reasoning. The models presented in this article have implications for teaching and learning clinical/diagnostic reasoning.
监测、分析、预测、规划、评估、调节和修订等元认知技能构成了护理过程并支持临床推理。鼓励获取元认知技能的护理教育工作者可能会加速学生对护理诊断、护理过程和临床推理的理解、领悟及掌握。本文所呈现的模型对临床/诊断推理的教学具有启示意义。
