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Related Experiment Videos

How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review.

Sophia Merisier1, Caroline Larue1, Louise Boyer1

  • 1Faculty of Nursing, University of Montreal, Montreal, Canada.

Nurse Education Today
|March 19, 2018
PubMed
Summary

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Questioning in problem-based learning (PBL) shows potential for enhancing critical thinking in healthcare students. However, more research is needed to understand its specific benefits for clinical reasoning development in nursing education.

Area of Science:

  • Health Professions Education
  • Nursing Education
  • Educational Psychology

Background:

  • Problem-based learning (PBL) is a widely adopted educational strategy in health professions.
  • Questioning is a key pedagogical technique within PBL sessions.
  • Effective questioning is hypothesized to enhance students' clinical reasoning skills.

Purpose of the Study:

  • To systematically review the literature on the impact of questioning on clinical reasoning in nursing students.
  • To specifically examine the role of questioning within the problem-based learning framework.
  • To identify existing evidence and knowledge gaps regarding this educational intervention.

Main Methods:

  • A comprehensive scoping review was conducted following established guidelines (Arksey & O'Malley).
Keywords:
Clinical reasoningCritical thinkingEducational strategiesNursing educationProblem-based learningQuestioning

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  • Searches were performed across major databases (CINAHL, EMBASE, ERIC, Medline, PubMed) for articles published 2000-2017.
  • Data extraction and inductive analysis were used to synthesize findings from 19 included studies.

    • Main Results:

    • The reviewed studies primarily focused on the influence of questioning on critical thinking, not specifically clinical reasoning.
    • Common themes included the types of questions used and the impact of higher-order questions on critical thinking.
    • Limited research directly addressed the application of questioning within problem-based learning contexts.

    Conclusions:

    • Current empirical evidence is insufficient to fully ascertain the benefits of questioning for promoting clinical reasoning in PBL.
    • Further research is required to establish a clearer understanding of how questioning impacts clinical reasoning development in nursing students.
    • The findings highlight a need for more targeted studies in this area.