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020 _a9783031270697
024 7 _a10.1007/978-3-031-27069-7
_2doi
040 _aES-MaUEC
_bspa
_cES-MaUEC
_dES-MaUEC
050 4 _aRT71-81
_b2023 EB
100 1 _aDobber, Jos.
_eautor
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 0 0 _aClinical Reasoning and Evidence-Based Practice :
_bDeliberate Decision-Making by Nurses
_cby Jos Dobber, Jos�e Harmsen, Margriet van Iersel
250 _a1st ed. 2023
264 1 _aCham
_bSpringer International Publishing
_c2023
300 _a1 recurso en li��nea
336 _atexto
_btxt
_2rdacontent
337 _aelectro��nico
_bc
_2rdamedia
338 _arecurso electro��nico
_bcr
_2rdacarrier
505 0 _aPart 1 Clinical reasoning -- 1. Background knowledge -- 2. Decision on diagnosis: what is the problem? -- 3. Decision on etiology: what caused the problem? -- 4. Decision on prognosis: what can be achieved? -- 5. Decision on therapy: what can we do about the problem? -- Part 2 Evidence-based practice -- 6. Clinical reasoning and evidence-based practice -- 7. What is the problem: how to appraise scientific articles on diagnostic tests? -- 8. What caused the problem: how to appraise scientific articles on etiological factors? -- 9. What can be achieved: how to appraise scientific articles on prognostic research? -- 10. What can we do about the problem: how to appraise scientific articles on interventions? -- 11. How to reach a better understanding of the patients' perspective: reading and appraising qualitative research -- Part 3 Extra's -- Chapter 12. Deepen your knowledge -- Chapter 13. Education about clinical reasoning and evidence-based practice.
520 _aThis book helps nursing students increase the quality of their clinical reasoning and therefore the quality of care. It teaches students to recognize when clinical reasoning is needed, and what reasoning is involved, and to avoid reasoning errors. This is important for nurses, since good quality of their clinical reasoning leads to a good quality of their decisions. Thus, it is directly connected to better nursing care. This volume is based on current knowledge about learning complex cognitive skills. From this knowledge, four sets of standard questions have been formulated that allow students to develop cognitive scripts for reasoning about diagnosis, etiology, prognosis, and interventions. Special attention is payed to diversity-sensitive reasoning in this English edition. From the 4C/ID model, a scientific educational whole task model for learning and developing and complex cognitive skills, complexity levels, learning tasks and subtask exercises are included. Learning clinical reasoning is supported with case videos. It consists of three parts: the first part, on clinical reasoning, is written for first- and second-year bachelor students in nursing. Part two, on evidence-based practice (EBP), is also suitable for later years. It teaches students to read and critically appraise scientific articles, and to assess whether they can be used in their own practice. Part three contains more in-depth information, extra explanations, examples, and material that teachers can use in a flexible way. The translation from Dutch to English was done with the help of artificial intelligence (machine translation by the service DeepL.com). The authors have subsequently revised the text further in an endeavour to refine the work stylistically.
856 4 0 _uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-27069-7
_zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942 _2lcc
_cLE
988 _aSpringer_Medicine_2023
999 _c402695
_d402695