Development of clinical reasoning skills through strategic questioning
Abstract
Introduction: The ability of healthcare professionals to use clinical reasoning skills effectively is essential for making decisions in clinical settings. It is a general observation that nursing graduates possess adequate knowledge, but they lack clinical reasoning skills. This study aimed to assess the effectiveness of strategic questioning in improving the clinical reasoning skills of nursing students.
Methodology: A quasi-experimental study was conducted at a private-sector university in Islamabad, Pakistan. In total, 24 students were included in the study who were enrolled in the Medical and Surgical Nursing course in the undergraduate nursing program. The students were allocated to an experimental (12) and a control (12) group. The experimental group was provided with strategic questioning developed based on Bloom’s taxonomy and the comparison group was taught through traditional questioning methods. The intervention was done for two weeks and post-intervention scores of clinical reasoning were compared in both groups.
Results: After the intervention, the mean score on the Nurse Clinical Reasoning Scale (NCRS) for the experimental group was 63.50 to the comparison group which had a mean score of 57.25 and the mean difference was statistically significant.
Conclusion: Strategic questioning is an effective teaching-learning strategy that improves the clinical reasoning skills of nursing students in the clinical areas.
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