Diagnostic Reasoning Outcomes in Nurse Practitioner Education: A Scoping Review

Background: Diagnostic reasoning is the process of collecting, considering, and analyzing information to determine a diagnosis. Educational strategies that structure diagnostic reasoning exposure, experience, and evaluation are hypothesized to improve diagnostic safety. However, few studies measure...

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Bibliographic Details
Published in:The Journal of nursing education 2022-10, Vol.61 (10), p.579-586
Main Authors: Griffith, Patricia B, Mariani, Bette, Kelly, Michelle M
Format: Article
Language:English
Subjects:
Asthma
Cognition & reasoning
Core competencies
Curricula
Educational Strategies
Information management
Initiatives
Learning Strategies
Medical diagnosis
Medical errors
Methods
Nurse practitioners
Nursing education
Professional Education
Professions
Reasoning
Simulation methods
Social aspects
Students
Study and teaching
Teachers
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Summary:Background: Diagnostic reasoning is the process of collecting, considering, and analyzing information to determine a diagnosis. Educational strategies that structure diagnostic reasoning exposure, experience, and evaluation are hypothesized to improve diagnostic safety. However, few studies measure diagnostic reasoning outcomes in nurse practitioner education. This review sought to identify the educational interventions intended to improve diagnostic reasoning competency, determine which components of reasoning are evaluated, and examine how they are measured. Method: Four databases were searched, and 12 studies were identified that met the inclusion criteria. Results: Simulation was the most common intervention. The most frequently measured diagnostic reasoning components were information gathering, differential diagnosis, and leading diagnosis. Checklists and patient management problems were the most used assessment method. Conclusion: More studies are needed to assess the reasoning processes of hypothesis generation, problem representation, and diagnostic justification. Within simulation, methods capable of capturing these components include think-aloud, global assessments, checklists, and note evaluation. [J Nurs Educ. 2022;61(10):579–586.]
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20220803-08