Strategies to develop clinical reasoning in nursing students: A structured review
Background: Clinical reasoning, a critical skill for nursing practitioners, has been linked to positive patient outcomes. While experienced nurses often demonstrate clinical reasoning abilities, evidence exist that it can be taught and mastered, making its development a key responsibility of nursing...
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| Format: | Article |
| Language: | Afrikaans |
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AOSIS
2025-05-01
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| Series: | Health SA Gesondheid: Journal of Interdisciplinary Health Sciences |
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| Online Access: | https://hsag.co.za/index.php/hsag/article/view/2889 |
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| _version_ | 1849696397873381376 |
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| author | Adele Neethling Lizeth Roets |
| author_facet | Adele Neethling Lizeth Roets |
| author_sort | Adele Neethling |
| collection | DOAJ |
| description | Background: Clinical reasoning, a critical skill for nursing practitioners, has been linked to positive patient outcomes. While experienced nurses often demonstrate clinical reasoning abilities, evidence exist that it can be taught and mastered, making its development a key responsibility of nursing education institutions.
Aim: To identify and describe teaching and learning strategies that can aid the development of clinical reasoning in nursing students.
Method: A structured literature review was conducted using the following databases: EBSCO Host (Academic Search Ultimate, PsycINFO, MEDLINE, ERIC, and MasterFILE Premier), NEXUS (National Research Foundation), PubMed, and ProQuest Dissertations and Theses Full Text. Keywords included ‘nursing education’, ‘clinical reasoning’, ‘teaching’, ‘learning’, and ‘teaching strategies’ (N = 299). Filters reduced the number to 158, with a title review yielding 21 articles and the abstract review identified 18 articles for the final review.
Results: Three main strategies were identified: (1)simulation, (2) classroom activities, and (3) e-learning. Classroom strategies yielded the most results (eight), followed by simulation (six) and e-learning (four). Each strategy incorporated various teaching modalities.
Conclusion: All identified strategies and their modalities enhance clinical reasoning development.
Contribution: Nursing faculties should consider incorporating these strategies in line with their teaching philosophy and available resources. |
| format | Article |
| id | doaj-art-d09bfb7c8f314396a16c1e1e1dada197 |
| institution | DOAJ |
| issn | 1025-9848 2071-9736 |
| language | Afrikaans |
| publishDate | 2025-05-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Health SA Gesondheid: Journal of Interdisciplinary Health Sciences |
| spelling | doaj-art-d09bfb7c8f314396a16c1e1e1dada1972025-08-20T03:19:28ZafrAOSISHealth SA Gesondheid: Journal of Interdisciplinary Health Sciences1025-98482071-97362025-05-01300e1e810.4102/hsag.v30i0.28891255Strategies to develop clinical reasoning in nursing students: A structured reviewAdele Neethling0Lizeth Roets1Department of Health Studies, College of Human Sciences, University of South Africa, PretoriaDepartment of Health Studies, College of Human Sciences, University of South Africa, PretoriaBackground: Clinical reasoning, a critical skill for nursing practitioners, has been linked to positive patient outcomes. While experienced nurses often demonstrate clinical reasoning abilities, evidence exist that it can be taught and mastered, making its development a key responsibility of nursing education institutions. Aim: To identify and describe teaching and learning strategies that can aid the development of clinical reasoning in nursing students. Method: A structured literature review was conducted using the following databases: EBSCO Host (Academic Search Ultimate, PsycINFO, MEDLINE, ERIC, and MasterFILE Premier), NEXUS (National Research Foundation), PubMed, and ProQuest Dissertations and Theses Full Text. Keywords included ‘nursing education’, ‘clinical reasoning’, ‘teaching’, ‘learning’, and ‘teaching strategies’ (N = 299). Filters reduced the number to 158, with a title review yielding 21 articles and the abstract review identified 18 articles for the final review. Results: Three main strategies were identified: (1)simulation, (2) classroom activities, and (3) e-learning. Classroom strategies yielded the most results (eight), followed by simulation (six) and e-learning (four). Each strategy incorporated various teaching modalities. Conclusion: All identified strategies and their modalities enhance clinical reasoning development. Contribution: Nursing faculties should consider incorporating these strategies in line with their teaching philosophy and available resources.https://hsag.co.za/index.php/hsag/article/view/2889clinical reasoninglearningnursing educationteachingteaching strategies |
| spellingShingle | Adele Neethling Lizeth Roets Strategies to develop clinical reasoning in nursing students: A structured review Health SA Gesondheid: Journal of Interdisciplinary Health Sciences clinical reasoning learning nursing education teaching teaching strategies |
| title | Strategies to develop clinical reasoning in nursing students: A structured review |
| title_full | Strategies to develop clinical reasoning in nursing students: A structured review |
| title_fullStr | Strategies to develop clinical reasoning in nursing students: A structured review |
| title_full_unstemmed | Strategies to develop clinical reasoning in nursing students: A structured review |
| title_short | Strategies to develop clinical reasoning in nursing students: A structured review |
| title_sort | strategies to develop clinical reasoning in nursing students a structured review |
| topic | clinical reasoning learning nursing education teaching teaching strategies |
| url | https://hsag.co.za/index.php/hsag/article/view/2889 |
| work_keys_str_mv | AT adeleneethling strategiestodevelopclinicalreasoninginnursingstudentsastructuredreview AT lizethroets strategiestodevelopclinicalreasoninginnursingstudentsastructuredreview |