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Knowledge-driven problem-solving models in nursing education

K M Chowlowski1, L K Chan

  • 1Department of Nursing, University of Newcastle, Australia.

The Journal of Nursing Education
|April 1, 1995
PubMed
Summary
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The knowledge-driven model offers a more comprehensive explanation of clinical problem-solving than the hypothetico-deductive model, emphasizing memory

Area of Science:

  • Nursing Education
  • Clinical Psychology
  • Cognitive Science

Background:

  • Clinical problem-solving is a core competency in nursing.
  • Current nursing education often relies on the hypothetico-deductive model.
  • Alternative models may offer a more complete explanation of clinical reasoning.

Purpose of the Study:

  • To compare the hypothetico-deductive model with the knowledge-driven problem-solving model in nursing.
  • To argue for the superiority of the knowledge-driven model in explaining clinical problem-solving.
  • To discuss implications for nursing curricula and student assessment.

Main Methods:

  • Comparative analysis of two prominent clinical problem-solving models.
  • Theoretical discussion grounded in cognitive science principles.

Related Experiment Videos

  • Consideration of practical application in nursing education.

    • Main Results:

    • The knowledge-driven model provides a more complete account of clinical problem-solving processes.
    • This model highlights the critical role of organized content knowledge in memory.
    • The hypothetico-deductive model may not fully capture the nuances of expert clinical reasoning.

    Conclusions:

    • The knowledge-driven model should be prioritized in nursing education and practice.
    • Curricula should focus on developing and organizing relevant knowledge structures.
    • Assessment tools should evaluate the depth and accessibility of a nurse's knowledge base.