Teaching Prelicensure Nursing Students Reasoning in Clinical Experiences

A Pilot Study

Bibliographic Data

ID21455381
AuthorsJustin Fontenot (0000-0002-3224-3360, University of Louisiana at Lafayette), Gwen Leigh (0000-0002-2549-4655), Cynthia Watson (0000-0003-0970-340X), Frances Stueben (0000-0002-9182-7518), Stephanie Arceneaux, Sharonda Johnson (0000-0002-9109-0456), Arielle St Romain
Year2023
Volume62
Issue8
Pages467-470
Publication date2023-08-01
Open AccessNo
TypeARTICLE
VenueJournal of Nursing Education (JOURNAL)
Journal identifiersISSN: 0148-4834 • E-ISSN: 1938-2421
PublisherSLACK, Inc (PUBLISHER)
DOI10.3928/01484834-20230612-06
PMID37561899
OpenAlexW4385727203
LanguageEN
Citations received1
References cited15

BACKGROUND: Clinical experiences are foundational learning components for prelicensure nursing students. Given the complexities of modern nursing practice in an aging America, clinical educators must teach nursing students to reason when engaging in patient care. Contemporary pedagogy to enhance reasoning relies on case studies and simulation. Specific and standardized methods for clinical education are largely absent in the literature. METHOD: This pilot study measured the clinical reasoning ability of nursing students using the Health Sciences Reasoning Test (HSRT). Participants completed the test before their first clinical day and again after their last clinical day. Pre- and posttest HSRT scores were analyzed by control and intervention groups as well as student levels. RESULTS: Posttest HSRT scores improved significantly in the intervention group at the end of the semester. CONCLUSION

Clinical Practice · Health care · Intervention (counseling) · Medical education · Nurse education · Test (biology) · Clinical Reasoning and Diagnostic Skills · Medicine · Nursing · Nursing education and management · Psychology · Simulation-Based Education in Healthcare

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