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From The CriticsReviewer: John L. VanRynen, RRT, RN, CHT (Medical College of Ohio Hospitals)
Description: This book attempts to describe and then present models for teaching clinical reasoning to a variety of multidisciplinary allied health students.
Purpose: The purpose is an attempt to describe the concept of clinical reasoning by way of presenting models, guidelines, and strategies to serve as developmental tools in attaining some measure of clinical competency in the allied health student.
Audience: Targeted to allied health students in nursing, physical, and occupational therapy, this book attempts to convey how a student should think or respond in lieu of actual clinical experience. Unfortunately, it will be of little value to the beginning student. Although the authors do not imply that clinical reasoning is meant as a substitute for experience, teaching the concept of clinical reasoning is more a theory to be argued as opposed to a concrete model for its attainment.
Features: The book is divided into five sections describing the concept, scope, and approach to teaching clinical reasoning, concluding with a chapter looking toward future applications. The text is long, with few illustrations. Pertinent points are not highlighted or set apart from the body of the text in any appreciable manner. Although there are numerous references, some appear vague in relation to the text. In many instances, the authors seem to make arguments for the need for this book rather than making clear concise points.
Assessment: As a multicredentialed health care practitioner with many years of experience in acute care and educational settings, I believe this book will be of little value to the intended student audience. Clinical reasoning is a skill stemming from hands-on experience, not from a book that attempts to describe how one should think in a clinical situation. This book does not present any substantial clinical model I would find useful for my students.