RESUMO
Abstract OBJECTIVE This study aimed at analyzing the current state of knowledge on clinical reasoning in undergraduate nursing education. METHODS A systematic scoping review through a search strategy applied to the MEDLINE database, and an analysis of the material recovered by extracting data done by two independent reviewers. The extracted data were analyzed and synthesized in a narrative manner. RESULTS From the 1380 citations retrieved in the search, 23 were kept for review and their contents were summarized into five categories: 1) the experience of developing critical thinking/clinical reasoning/decision-making process; 2) teaching strategies related to the development of critical thinking/clinical reasoning/decision-making process; 3) measurement of variables related to the critical thinking/clinical reasoning/decision-making process; 4) relationship of variables involved in the critical thinking/clinical reasoning/decision-making process; and 5) theoretical development models of critical thinking/clinical reasoning/decision-making process for students. CONCLUSION The biggest challenge for developing knowledge on teaching clinical reasoning seems to be finding consistency between theoretical perspectives on the development of clinical reasoning and methodologies, methods, and procedures in research initiatives in this field.
Resumen OBJETIVO Este estudio tuvo como objetivo analizar el estado actual del conocimiento sobre razonamiento clínico en la enseñanza durante el licenciado en enfermería. MÉTODO Revisión sistemática de blanco mediante estrategia de búsqueda aplicada en la base de datos MEDLINE y análisis del material recuperado con extracción de los datos por dos revisores independientes. Los datos extraídos fueron analizados y sintetizados de forma narrativa. RESULTADOS De las 1380 citaciones recuperadas en la búsqueda, fueron mantenidas 23 para la revisión, y sus contenidos fueron sintetizados en cinco categorías: 1) la experiencia de desarrollar el pensamiento crítico/razonamiento clínico/proceso de toma de decisión; 2) estrategias de enseñanza relacionadas con el desarrollo del pensamiento crítico/razonamiento clínico/proceso de toma de decisión; 3) medición de variables relacionadas con el pensamiento crítico/razonamiento clínico/proceso de toma de decisión; 4) relación de variables involucradas en el pensamiento crítico/razonamiento clínico/proceso de toma de decisión; y 5) modelos teóricos de desarrollo del pensamiento crítico/razonamiento clínico/proceso de toma de decisión por estudiantes. CONCLUSIÓN El mayor desafío para desarrollar el conocimiento acerca de la enseñanza del razonamiento clínico parece ser obtener consistencia entre las perspectivas teóricas acerca del desarrollo de razonamiento clínico y las metodologías, métodos y procedimientos en las iniciativas de investigación en este campo.
Resumo OBJETIVO Este estudo teve como objetivo analisar o estado atual do conhecimento sobre raciocínio clínico no ensino de graduação em enfermagem. MÉTODO Revisão sistemática de escopo mediante estratégia de busca aplicada na base de dados MEDLINE, e análise do material recuperado com extração dos dados por dois revisores independentes. Os dados extraídos foram analisados e sintetizados de forma narrativa. RESULTADOS Das 1380 citações recuperadas na busca, foram mantidas 23 para a revisão, e seus conteúdos foram sintetizados em cinco categorias: 1) a experiência de desenvolver o pensamento crítico/raciocínio clínico/processo de tomada de decisão; 2) estratégias de ensino relacionadas ao desenvolvimento do pensamento crítico/raciocínio clínico/processo de tomada de decisão; 3) mensuração de variáveis relacionadas ao pensamento crítico/raciocínio clínico/processo de tomada de decisão; 4) relacionamento de variáveis envolvidas no pensamento crítico/raciocínio clínico/processo de tomada de decisão; e 5) modelos teóricos de desenvolvimento do pensamento crítico/raciocínio clínico/processo de tomada de decisão por estudantes. CONCLUSÃO O maior desafio para desenvolver o conhecimento sobre o ensino do raciocínio clínico parece ser obter consistência entre as perspectivas teóricas sobre o desenvolvimento de raciocínio clínico e as metodologias, métodos e procedimentos nas iniciativas de pesquisa neste campo.
Assuntos
Humanos , Tomada de Decisão Clínica , Bacharelado em EnfermagemRESUMO
OBJECTIVE: This study aimed at analyzing the current state of knowledge on clinical reasoning in undergraduate nursing education. METHODS: A systematic scoping review through a search strategy applied to the MEDLINE database, and an analysis of the material recovered by extracting data done by two independent reviewers. The extracted data were analyzed and synthesized in a narrative manner. RESULTS: From the 1380 citations retrieved in the search, 23 were kept for review and their contents were summarized into five categories: 1) the experience of developing critical thinking/clinical reasoning/decision-making process; 2) teaching strategies related to the development of critical thinking/clinical reasoning/decision-making process; 3) measurement of variables related to the critical thinking/clinical reasoning/decision-making process; 4) relationship of variables involved in the critical thinking/clinical reasoning/decision-making process; and 5) theoretical development models of critical thinking/clinical reasoning/decision-making process for students. CONCLUSION: The biggest challenge for developing knowledge on teaching clinical reasoning seems to be finding consistency between theoretical perspectives on the development of clinical reasoning and methodologies, methods, and procedures in research initiatives in this field.
