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Trends in Interventional Research for Improving Clinical Reasoning Ability in Nursing Education Yuki ODAJIMA 1 , Masako FURUICHI 2 1Nagoya City University Graduate School of Nursing 2Tottori College of Nursing Graduate School Keyword: 看護学教育 , 推論 , 臨床推論 , 臨床推論力 , 介入研究 , nursing education , reasoning , clinical reasoning , clinical reasoning ability , intervention study pp.23-37
Published Date 2020/6/30
DOI https://doi.org/10.11477/mf.7009200312
  • Abstract
  • Reference

 The aims of the present study were to understand the trends of interventional research to improve clinical reasoning ability in nursing education and to identify future issues. Of the five papers obtained by using Ichushi-Web with the search formula set as “clinical reasoning” and narrowing down the search for “original paper” and “nursing,” and the 45 papers obtained by using CINAHL with the search formula set as “TI clinical reasoning AND nursing students” and narrowing down the search to “scholarly journal” and “English,” 18 papers in which interventional research to improve clinical reasoning in nursing education was conducted were analyzed. The results of the analysis indicate that there are no interventional studies targeting Japanese students. The content of the interventions is based on scenario-based case study work and scenario-based simulations. As a future issue, it is necessary to accumulate research on the effects of differences in the educational form of individual work and group work on clinical reasoning ability, and to accumulate studies to establish a control group and to verify the effects by comparing results before and after and between groups.


Copyright © 2020, Japan Society of Nursing and Health Care All rights reserved.

基本情報

電子版ISSN 印刷版ISSN 1345-2606 日本看護医療学会

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