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Clinical Reasoning in the Health Professions / Edition 3

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Overview

New for the second edition:
• Completely updated and revised
• Development of patient-centred focus in clinical reasoning
• New in paperback
• Nine new chapters and 20 new contributors
• New topics including action and narrative dynamics of clinical reasoning; patient-centred care and intercultural issues in clinical reasoning
• New teaching-learning strategies (eg peer coaching, case-based learning) and learning contexts (eg intercultural clinical education, critical care nursing)

The book contains black-and-white illustrations.

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Editorial Reviews

John L. VanRynen
This book attempts to describe and then present models for teaching clinical reasoning to a variety of multidisciplinary allied health students. 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. 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. 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. 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 thinkin a clinical situation. This book does not present any substantial clinical model I would find useful for my students.
Booknews
A multidisciplinary text for the health professions, with relevance across the various health disciplines. International scholars, researchers, and teachers contribute their ideas, research findings, and experiences to promote discussion on the nature and teaching of clinical reasoning. Models, guidelines, and strategies are presented. These aim to promote effective clinical reasoning in practice, creative and successful clinical reasoning learning programs, and directions for future research. Annotation c. Book News, Inc., Portland, OR (booknews.com)
From the Publisher
"...the proposed new model of client centred clinical reasoning that is illustrated on the cover has come as a big relief. When considering the monumental changes in approaches to health care and the consequent increasing challenge to health workers to substantiate their practice that has occurred over these five years this new emphasis is welcome. [...] ...there is a significant and refreshing new emphasis on the development of a patient centred focus in clinical reasoning. [...] The new edition of Clinical Reasoning in Health Professions presents a wide ranging review of clinical reasoning that can be of help to health professionals in beginning to grapple with these ideas of advanced reasoning."Physiotherapy, September 2000
Doody's Review Service
Reviewer: 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.

1 Star from Doody
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Product Details

  • ISBN-13: 9780750688857
  • Publisher: Elsevier Health Sciences
  • Publication date: 2/28/2008
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 520
  • Product dimensions: 7.40 (w) x 9.60 (h) x 0.90 (d)

Table of Contents

List of Contributors
Acknowledgements
Introduction
1 Clinical reasoning 3
2 The development of clinical reasoning expertise 24
3 Methods in the study of clinical reasoning 35
4 Clinical reasoning in medicine 49
5 Clinical reasoning in nursing 60
6 Clinical reasoning in physiotherapy 72
7 Clinical reasoning in occupational therapy 88
8 Teaching clinical reasoning in health science curricula 105
9 Clinical reasoning and biomedical knowledge: implications for teaching 117
10 Propositional, professional and personal knowledge in clinical reasoning 129
11 Parallels between the process of clinical reasoning and categorization 147
12 Educational technology in the teaching of clinical reasoning and access to knowledge resources 157
13 Assessing clinical reasoning 168
14 Self-monitoring of clinical reasoning behaviours: promoting professional growth 179
15 The case study as an instructional method to teach clinical reasoning 193
16 Teaching the components of clinical decision analysis in the classroom and clinic 204
17 Teaching clinical reasoning to occupational therapy students 213
18 Issues in teaching clinical reasoning to students of speech and hearing science 224
19 Teaching towards clinical reasoning expertise in physiotherapy practice 235
20 Teaching clinical reasoning to occupational therapists during fieldwork education 246
21 Teaching clinical reasoning to nurses in clinical education 258
22 Using simulated patients to teach clinical reasoning 269
23 Teaching clinical reasoning to orthoptics students using problem-based learning 279
24 Teaching clinical reasoning in nursing: an environmental perspective 289
25 Teaching clinical decision making 301
26 Facilitating the use and generation of knowledge in clinical reasoning 314
27 Future directions 329
Index 343
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