Clinical judgment and evidence-based practice: toward pedagogies of integration

Yet there is a substantial and growing body of research literature related to clinical reasoning and clinical judgment, and many publications describing educational innovations related to evidence-based practice. Given what we know about learning and about the lack of content retention that is super...

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Bibliographic Details
Published in:The Journal of nursing education 2008-08, Vol.47 (8), p.335-336
Main Author: Tanner, Christine A
Format: Article
Language:English
Subjects:
Clinical Competence
Clinical medicine
College Faculty
Decision Making
Diffusion of Innovation
Education, Nursing, Baccalaureate
Education, Nursing, Graduate
Educational Innovation
Educational Practices
Evidence-Based Medicine - education
Evidence-Based Medicine - organization & administration
Evidence-based nursing
Evidence-based practice
Humans
Innovations
Judgment
Learning
Nurse practitioners
Nurses
Nursing
Nursing education
Nursing Research - education
Nursing Research - organization & administration
Problem-Based Learning
Skills
Students
Teachers
Teaching Methods
Undergraduate Students
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Summary:Yet there is a substantial and growing body of research literature related to clinical reasoning and clinical judgment, and many publications describing educational innovations related to evidence-based practice. Given what we know about learning and about the lack of content retention that is superficially covered and never used, perhaps we should focus on teaching these techniques really well and use our time to help students link their assessment findings with their clinical reasoning and judgment: focused assessment based on initial observations, interpretation of findings, and decisions about appropriate action.
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20080801-03