Diagnostic Reasoning Competency Assessment Tools: An Integrative Review.
Diagnostic errors are the most common cause of medical mistakes in the United States. Nurse practitioners (NPs) are critical in reducing the incidence of diagnostic errors, because diagnosis is a common competency for NPs. Although strategies for teaching diagnostic reasoning in NP education have be...
| Publicado en: | AACN Advanced Critical Care Vol. 36; no. 2; pp. 174 - 187 |
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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=185601740&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185601740 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: 185601740 185601740 185601740 10.4037/aacnacc2025683 185601740 ppf: 174 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Diagnostic Reasoning Competency Assessment Tools: An Integrative Review. aug: au: Burt, Leah Griffith, Patricia B. Bavis, Margaret Raszewski, Rebecca affil: Leah Burt is Clinical Assistant Professor, Department of Biobehavioral Nursing Science, University of Illinois Chicago College of Nursing, 845 South Damen Ave (MC 802), Chicago, IL 60612 sug: subj: Diagnostic Reasoning Diagnostic Errors Prevention and Control Educational Measurement Education, Nursing Nursing Skills Nurse Practitioners Education Nurse Educators Human Systematic Review CINAHL Database Embase Medline PubMed Content Analysis Education, Competency-Based United States ab: Diagnostic errors are the most common cause of medical mistakes in the United States. Nurse practitioners (NPs) are critical in reducing the incidence of diagnostic errors, because diagnosis is a common competency for NPs. Although strategies for teaching diagnostic reasoning in NP education have been studied, little research has been conducted on evaluating diagnostic reasoning competencies among NP students. This integrative literature review was performed to identify and synthesize diagnostic reasoning competency assessment strategies in NP education. Data were evaluated for quality and synthesized to provide a comprehensive, actionable overview for NP educators. Although most assessments have been implemented among medical learners, most are also based on processes common to interprofessional diagnostic reasoning competencies. A small number were developed or implemented with NP learners. Current assessment methods may be used in NP education in various settings (eg, simulation education, clinical rotations) with varying reliability and validity. pubtype: Academic Journal doctype: research systematic review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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