The development of clinical reasoning in undergraduate baccalaureate nursing students
Abstract
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Clinical reasoning (CR) is a critical skill that nursing students must acquire in order to provide safe, effective patient care and to function optimally in their future role as registered nurses. Because this complex, high-level thinking process is a relatively recent focus in nursing education, there are few specific studies in the literature that describe CR formation and measurement during the process of CR attainment. A qualitative study was conducted to explore the thinking processes and behaviors associated with the development of clinical reasoning in undergraduate baccalaureate nursing students. Data were collected during individual and small group interviews with 14 participants (n = 6 students; n = 8 faculty members) from public and private education institutions in the Midwest. Results yielded four themes: (1) Behaviors; (2) Thinking Patterns; (3) Feelings (both faculty and students); and (4) Thoughts About Self, a theme unique to the student participants. The themes were manifested in four stages of CR development (Pre CR, Developing CR, Post CR, and Delayed CR) throughout the nursing education program levels (Entry, Junior, and Senior). Findings present important implications for nursing education by providing evidence linking stages of CR development to specific observable behaviors, thus allowing for assessment of effective teaching and learning strategies and development of an assessment tool specific for CR development in both classroom and clinical settings.
Degree
Ph. D.
Thesis Department
Rights
Access is limited to the campuses of the University of Missouri