Conceptual reorganization of clinical reasoning education in nursing area and development of improved educational programme

2017 Fiscal Year Final Research Report

• Project/Area Number: 15K11502
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Fundamental nursing
• Research Institution: The University of Tokyo
• Principal Investigator: Onishi Hirotaka 東京大学, 大学院医学系研究科(医学部), 講師 (90401314)
• Co-Investigator(Kenkyū-buntansha): 任 和子 京都大学, 医学研究科, 教授 (40243084) ; 西薗 貞子 大阪医科大学, 看護学部, 講師 (50458014)
• Research Collaborator: KITANO Ayaka 東京大学, 大学院医学系研究科(医学部), 大学院生
• Project Period (FY): 2015-04-01 – 2018-03-31
• Keywords: 看護教育 / 臨床推論 / 医療者教育 / 医学教育 / inquiry-based learning / case-based learning / 看護過程 / 看護診断

Outline of Final Research Achievements

We reviewed and sorted out the concepts of nursing process and nursing diagnosis which are easily confused with clinical reasoning in the nursing area. It was clarified that clinical reasoning in the nursing area has two patterns: reasoning based on medical model and on viewpoint unique to nursing. Along with the development of collaborative practice, clinical reasoning patterns by nurses and by physicians are getting closer as clinical reasoning of medical model has been incorporated into the curriculum for nurses' designated procedures. As for educational methods of clinical reasoning, a case-based learning is effective for practicing reasoning and judgment by grasping moment-to-moment changes of patients in complexity and uncertainty. One method is inquiry-based learning.

Free Research Field

医療者教育