Burt Leah, Corbridge Susan
Department of Biobehavioral Health Science, College of Nursing, The University of Illinois at Chicago, Chicago, IL, USA.
Int J Nurs Educ Scholarsh. 2018 Nov 2;15(1):/j/ijnes.2018.15.issue-1/ijnes-2018-0003/ijnes-2018-0003.xml. doi: 10.1515/ijnes-2018-0003.
Problem/Background: The ability to accurately diagnose patients based on symptom profiles is a vital yet challenging skill that Nurse Practitioners (NPs) undertake frequently.
This integrative literature review highlights a variety of evidence based, practical educational strategies that foster the development of diagnostic reasoning.
An integrative literature review was conducted in order to identify original research focusing on diagnostic reasoning educational interventions.
Eighteen primary sources met inclusion and exclusion criteria. Results are synthesized in terms of sample and setting, methodological features, interventions, and outcomes. Interventions broadly fit into five educational themes: testing strategies, cognitive biases, simulation programs, course formats, and instructional approaches.
Interventions are simple and can be implemented in multiple educational settings. Future research should occur in populations of NP students. Validated, easy-to-use measurement tools as well as more precise diagnostic reasoning concept development should occur.
问题/背景：基于症状概况准确诊断患者的能力是执业护士（NP）经常承担的一项至关重要但具有挑战性的技能。
本整合文献综述重点介绍了多种基于证据的实用教育策略，这些策略有助于培养诊断推理能力。
进行了一项整合文献综述，以确定专注于诊断推理教育干预的原始研究。
18篇主要文献符合纳入和排除标准。结果从样本和环境、方法学特征、干预措施和结果等方面进行了综合。干预措施大致可分为五个教育主题：测试策略、认知偏差、模拟程序、课程形式和教学方法。
干预措施简单易行，可在多种教育环境中实施。未来的研究应针对NP学生群体展开。应开发经过验证、易于使用的测量工具，以及更精确的诊断推理概念。
