Banning Maggi
Brunel University, School of Health Sciences and Social Care, Mary Seacole Building, Uxbridge UB8 3PH, Middlesex, United Kingdom.
Nurse Educ Pract. 2008 May;8(3):177-83. doi: 10.1016/j.nepr.2007.06.004. Epub 2007 Sep 14.
Clinical reasoning may be defined as "the process of applying knowledge and expertise to a clinical situation to develop a solution" [Carr, S., 2004. A framework for understanding clinical reasoning in community nursing. J. Clin. Nursing 13 (7), 850-857]. Several forms of reasoning exist each has its own merits and uses. Reasoning involves the processes of cognition or thinking and metacognition. In nursing, clinical reasoning skills are an expected component of expert and competent practise. Nurse research studies have identified concepts, processes and thinking strategies that might underpin the clinical reasoning used by pre-registration nurses and experienced nurses. Much of the available research on reasoning is based on the use of the think aloud approach. Although this is a useful method, it is dependent on ability to describe and verbalise the reasoning process. More nursing research is needed to explore the clinical reasoning process. Investment in teaching and learning methods is needed to enhance clinical reasoning skills in nurses.
临床推理可被定义为“将知识和专业技能应用于临床情境以得出解决方案的过程”[卡尔，S.，2004年。社区护理中理解临床推理的框架。《临床护理杂志》13(7)，850 - 857]。存在多种推理形式，每种形式都有其自身的优点和用途。推理涉及认知或思维以及元认知过程。在护理领域，临床推理技能是专家型和胜任型实践的预期组成部分。护士研究已经确定了可能支撑注册前护士和经验丰富护士所使用的临床推理的概念、过程和思维策略。现有的关于推理的研究大多基于出声思考法。尽管这是一种有用的方法，但它依赖于描述和用语言表达推理过程的能力。需要更多的护理研究来探索临床推理过程。需要对教学方法进行投入以提高护士的临床推理技能。
