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Ways that nurse practitioner students self-explain during diagnostic reasoning.

Leah Burt1, Susan Corbridge1, Colleen Corte1

  • 1College of Nursing, University of Illinois at Chicago, Chicago, IL, USA.

Diagnosis (Berlin, Germany)
|April 26, 2021
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Summary

Nurse practitioner students use self-explanation to improve diagnostic reasoning by applying clinical and biological knowledge. This study identified unique self-explanation categories in their diagnostic processes.

Keywords:
diagnostic reasoningeducationnurse practitionerself-explanation

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Area of Science:

  • Medical Education
  • Diagnostic Reasoning
  • Nursing Practice

Background:

  • Diagnostic errors pose a significant challenge in healthcare.
  • Strengthening diagnostic reasoning is crucial for mitigating these errors.
  • Self-explanation, a technique for processing novel information, shows promise in enhancing problem-solving and knowledge acquisition.

Purpose of the Study:

  • To explore the unique types of self-explanation used by nurse practitioner (NP) students during diagnostic reasoning.
  • To investigate how NP students engage in self-explanation while diagnosing clinical cases.

Main Methods:

  • Thirty-seven Family NP students participated in the study.
  • Students diagnosed three written case studies while engaging in self-explanation.
  • Dual methodology content analyses, combining deductive and qualitative descriptive approaches, were employed.

Main Results:

  • Nine categories of inference self-explanations were identified, focusing on clinical and biological aspects.
  • Eight categories of non-inference self-explanations were observed, reflecting monitoring of clinical data understanding and shallower processing.
  • Unique self-explanation patterns specific to NP student diagnosticians emerged.

Conclusions:

  • Findings provide insight into the fine-grained knowledge structures of NP students during diagnostic reasoning.
  • NP students actively utilize both clinical and biological knowledge in their self-explanations, refining their understanding.
  • Future research should correlate self-explanation categories with diagnostic success markers to develop targeted learning interventions.