Diagnostic Reasoning as a Component of Clinical Reasoning in Nurse Practitioner Education: Extension of a Scoping Review.
Background: Diagnostic reasoning (DR) is a critical skill for nurse practitioners (NPs). This article provides an update of a 2022 scoping review of DR content in NP education, highlighting advances in curriculum integration. Objective: To assess the degree that scholarly literature about clinical r...
| Publicado en: | AACN Advanced Critical Care Vol. 36; no. 2; pp. 158 - 174 |
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| Autores principales: | , , , , |
| Formato: | research systematic review Journal Article |
| Publicado: |
American Association of Critical-Care Nurses
Summer2025
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| 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=185601739&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185601739 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: 185601739 185601739 185601739 10.4037/aacnacc2025518 185601739 ppf: 158 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Diagnostic Reasoning as a Component of Clinical Reasoning in Nurse Practitioner Education: Extension of a Scoping Review. aug: au: Smith, Sheila Benbenek, Mary Mescher Meyer, Sarah Herman, Jenna Weinfurter, Elizabeth affil: Sheila Smith is Clinical Professor, University of Minnesota School of Nursing, 5-140 Weaver-Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455 sug: subj: Nurse Practitioners Education, Nursing Diagnostic Reasoning Education Clinical Reasoning Education Nursing Skills Teaching Methods Nurse Attitudes Human Scoping Review Clinical Competence Nursing Practice, Evidence-Based Nursing Diagnosis Embase Medline Psycinfo CINAHL Database ab: Background: Diagnostic reasoning (DR) is a critical skill for nurse practitioners (NPs). This article provides an update of a 2022 scoping review of DR content in NP education, highlighting advances in curriculum integration. Objective: To assess the degree that scholarly literature about clinical reasoning in NP education includes DR; identify how DR is defined in NP education; and describe the teaching methodologies used to support DR-related knowledge, skills, and/or attitudes. Methods: We examined and categorized the literature from the past 2.5 years, assessing the scope, current status, and impact of DR-related content in NP education programs. Results: Literature reviews emphasized meta-cognitive strategies and competency assessment. Case reports described innovative teaching interventions and objective measures of student competency. Primary research articles explored a variety of DR topics, including survey research, diagnostic accuracy, structured reflection, and tool validation studies. New contributions included model and tool development articles for teaching and evaluating DR. Conclusions: Substantial progress was seen in the integration of DR components, theory, evidence-based teaching, and evaluation approaches in NP education, demonstrating increased awareness of the importance of DR competencies for NP students. Extending these advances to faculty, preceptor, and NP research development will provide important foundations for NP education and scholarship. pubtype: Academic Journal doctype: research systematic review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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