A review of clinical reasoning in nursing education: based on high-fidelity simulation teaching method
Article Category: Review Article
Published Online: Oct 25, 2018
Page range: 175 - 183
Received: Dec 29, 2017
Accepted: Mar 04, 2018
DOI: https://doi.org/10.1515/fon-2018-0023
Keywords
© 2018 Qiao-Qian Luo, Marcia A Petrini, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Objective
Clinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient care. It is therefore of paramount importance to enhance nursing students' clinical reasoning ability. High-fidelity simulation (HFS) is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods.
Methods
The authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning.
Results
The application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students' clinical reasoning ability.
Conclusions
high-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.