Diagnostic Reasoning for APRN Learners: Overview of Teaching Strategies.
Diagnostic error is a critical issue in health care. To reduce diagnostic error and enhance practice safety of new graduates, advanced practice registered nurse (APRN) learners need intentional preparation in diagnostic reasoning. It is imperative that APRN programs integrate diagnostic reasoning in...
| Publicado en: | AACN Advanced Critical Care Vol. 36; no. 2; pp. 131 - 143 |
|---|---|
| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
American Association of Critical-Care Nurses
Summer2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185601737&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185601737 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15597768 26ZY jtl: AACN Advanced Critical Care issn: 15597768 maglogo: N pubinfo: dt: Summer2025 vid: 36 iid: 2 pid: 2559 pub: American Association of Critical-Care Nurses place: Alisa Veijo, California artinfo: ui: 185601737 10.4037/aacnacc2025341 185601737 ppf: 131 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Diagnostic Reasoning for APRN Learners: Overview of Teaching Strategies. aug: au: Petersen, Lauren A. Delkoski, Stephanie McCarthy, Sarah affil: Lauren A. Petersen is Clinical Assistant Professor, University of Minnesota School of Nursing, 308 Harvard St SE, 5-140 WDH, Minneapolis, MN 55455 sug: subj: Diagnostic Reasoning Advanced Practice Registered Nurses Teaching Methods Learning Theory Education, Nursing Outcomes (Health Care) Skill Acquisition Diagnostic Errors Diagnosis, Differential Nursing Knowledge Reflection Cognition Self Assessment Learning Methods Problem Solving ab: Diagnostic error is a critical issue in health care. To reduce diagnostic error and enhance practice safety of new graduates, advanced practice registered nurse (APRN) learners need intentional preparation in diagnostic reasoning. It is imperative that APRN programs integrate diagnostic reasoning into all program curricula. This article provides an overview of teaching strategies aimed at promoting skill development in diagnostic reasoning, specifically related to knowledge development, differential diagnosis, and reflective practices. The article reviews foundational information related to dual-process thinking and teaching strategies for APRN primary and acute care curricula. Knowledge development is supported by illness scripting and problem representation activities. Skills in differential diagnosis and diagnosis prioritization are supported by the use of grids and lists. Cognitive debiasing and reflective practice are supported through self-explanation and structured reflection. Implementation of tailored teaching strategies can effectively prepare learners for clinical practice as diagnosticians. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|