Ways that nurse practitioner students self-explain during diagnostic reasoning
| Autor: | Colleen Corte, Laurie Quinn, Lou Clark, Leah Burt, Susan J. Corbridge, Lorna Finnegan |
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| Rok vydání: | 2020 |
| Předmět: |
020205 medical informatics
Process (engineering) Clinical Biochemistry Psychological intervention Medicine (miscellaneous) Inference 02 engineering and technology 03 medical and health sciences 0302 clinical medicine Health care 0202 electrical engineering electronic engineering information engineering Humans Learning Nurse Practitioners 030212 general & internal medicine Students Problem Solving Medical education business.industry Health Policy Biochemistry (medical) Public Health Environmental and Occupational Health Information processing DUAL (cognitive architecture) Variety (cybernetics) Doctor of Nursing Practice Clinical Competence Psychology business |
| Zdroj: | Diagnosis (Berlin, Germany)References. 9(1) |
| ISSN: | 2194-802X |
| Popis: | Objectives An important step in mitigating the burden of diagnostic errors is strengthening diagnostic reasoning among health care providers. A promising way forward is through self-explanation, the purposeful technique of generating self-directed explanations to process novel information while problem-solving. Self-explanation actively improves knowledge structures within learners’ memories, facilitating problem-solving accuracy and acquisition of knowledge. When students self-explain, they make sense of information in a variety of unique ways, ranging from simple restatements to multidimensional thoughts. Successful problem-solvers frequently use specific, high-quality self-explanation types. The unique types of self-explanation present among nurse practitioner (NP) student diagnosticians have yet to be explored. This study explores the question: How do NP students self-explain during diagnostic reasoning? Methods Thirty-seven Family NP students enrolled in the Doctor of Nursing Practice program at a large, Midwestern U.S. university diagnosed three written case studies while self-explaining. Dual methodology content analyses facilitated both deductive and qualitative descriptive analysis. Results Categories emerged describing the unique ways that NP student diagnosticians self-explain. Nine categories of inference self-explanations included clinical and biological foci. Eight categories of non-inference self-explanations monitored students’ understanding of clinical data and reflect shallow information processing. Conclusions Findings extend the understanding of self-explanation use during diagnostic reasoning by affording a glimpse into fine-grained knowledge structures of NP students. NP students apply both clinical and biological knowledge, actively improving immature knowledge structures. Future research should examine relationships between categories of self-explanation and markers of diagnostic success, a step in developing prompted self-explanation learning interventions. |
| Databáze: | OpenAIRE |
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