A "thinking-in-action" approach to teaching clinical judgment: a classroom innovation for acute care advanced practice nurses.
The complexity of the evolving advanced practice nurse (APN) role demands new teaching strategies. Based on the challenges that clinicians face daily, we have developed a teaching-learning strategy that addresses five central issues: (a) learning to perceive or identify relevant clinical problems; (b) learning to address the limits of formalism by situating clinical problem solving according to the most relevant goals and intents; (c) learning to reason in transition about the particular clinical situation; (d) learning the ethical skill of problem engagement and interpersonal involvement; and (e) learning to take a stand as a responsible agent by making clinical judgments, acting on them, and advocating for the patient/family. Although these five central issues are typically excluded from classic academic approaches, they are addressed in the "Thinking-in-Action" approach. This teaching-learning strategy offers a different way of teaching clinical judgment that closely resembles the way in which expert nurses actually think and reason in patient situations as they unfold.
Benner
P
P
Department of Physiological Nursing, University of California, San Francisco, School of Nursing, USA.
Stannard
D
D
Hooper
P L
PL
D003657:Decision Making; D004511:Education, Nursing, Graduate / Q000379:methods*; D006801:Humans; D009720:Nurse Clinicians / Q000193:education*; D009722:Nurse Practitioners / Q000193:education*