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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

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Clinical reasoning: What do nurses, physicians, and students reason about.

Lukas Huesmann¹, Małgorzata Sudacka², Steven J Durning³

¹Medical Education Sciences, University of Augsburg, Augsburg, Germany.

Journal of Interprofessional Care

|May 16, 2023

Summary

This summary is machine-generated.

Understanding clinical reasoning is vital for healthcare teams. This study found nurses and nursing students have a broader, patient-centered view of clinical reasoning compared to physicians, highlighting key differences for interprofessional collaboration.

Keywords:

Clinical reasoning health profession education interviews

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Area of Science:

Healthcare Professions Education
Interprofessional Collaboration
Clinical Cognition

Background:

Clinical reasoning is a fundamental skill across health professions.
Diverse conceptualizations of clinical reasoning exist within and between professions.
Recognizing these differences is crucial for effective interprofessional teamwork.

Purpose of the Study:

To investigate and compare definitions of clinical reasoning among nurses, physicians, and students.
To identify similarities and differences in how these groups conceptualize clinical reasoning.
To inform discussions on improving interprofessional collaboration and education.

Main Methods:

Conducted 43 semi-structured interviews with an interprofessional group across six countries.
Qualitatively analyzed interview data using a coding guide to define clinical reasoning.
Included nurses, physicians, medical students, and nursing students.

Main Results:

Identified commonalities, such as the inclusion of clinical skills in reasoning.
Revealed distinct differences, with nurses and nursing students exhibiting a more patient-centered and broader understanding.
Highlighted variations in conceptualization across professional groups.

Conclusions:

Explicitly discussing differing views on clinical reasoning enhances understanding of team members' perspectives.
This understanding can foster improved interprofessional collaboration in clinical practice and education.
The study provides a framework of categories and themes for such interprofessional dialogues.