Clinical Reasoning in the Health Professions

4. Auflage 2018
ISBN: 978-0-7020-6224-7
Verlag: Elsevier Health Sciences

Buch, Englisch, 532 Seiten, Format (B × H): 191 mm x 233 mm, Gewicht: 1153 g

Clinical reasoning lies at the core of health care practice and education. Clinical Reasoning in the Health Professions, therefore, occupies a central place in the education of health professionals, the enhancement of professional decision making of individuals and groups of practitioners with their clients, and research into optimal practice reasoning.

Key themes presented:

- Clinical reasoning as a composite of encultured capabilities

- Clinical reasoning embedded within situated practice including the wider socio-economic and political contexts, the practitioner's and the client's contexts, and shared goals such as promoting health communities

- The importance of narratives, language and culture in clinical decision making

- Changing reasoning practices linked to increasing autonomy of practitioners working without the requirement of medical referrals

- Clinical reasoning as an increasingly team-based practice, including shared decision making with clients

- The need for sound strategies and tools to facilitate the expanding collaborations in health care across disciplines and with clients and carers

- Advanced education approaches promoting expansion and enhancement of reasoning strategies

- The importance of building good practices for learning clinical reasoning into curricula and into students' own practice development approaches

- Strengthening links between orthodox and complementary medicine reasoning practices

New to this edition:

- All chapters updated and 20 new chapters added

- Concrete examples, cases and vignettes were added to bring discussions to life for the reader

- Reflection points strategically placed to assist readers to extend their insights and build learning from their own practical experiences and theoretical knowledge

- Devices of particular value to reflective practitioners and educators.

This is a book for teachers and learners, practitioners, practice leaders, researchers and curriculum managers. Indeed, it is a valuable resource for educators seeking to ground their teaching practices in educational theory, sound knowledge of clinical reasoning and practice-based evidence, and researchers seeking to expand their research horizons.

All chapters updated and 20 new chapters added

Concrete examples, cases and vignettes were added to bring discussions to life for the reader

Reflection points strategically placed to assist readers to extend their insights and build learning from their own practical experiences and theoretical knowledge

Devices of particular value to reflective practitioners and educators.

Autoren/Hrsg.

Jensen, Gail M.

Higgs, Joy

Christensen, Nicole

Loftus, Stephen

Fachgebiete

• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Medizin, Gesundheitswesen Medizinische Berufe, Gesundheitsfachberufe
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Physiotherapie, Physikalische Therapie

Inhaltsverzeichnis

Section 1 Understanding clinical reasoning

- Clinical reasoning: Challenges of interpretation and practice in the 21st century

- Re-interpreting clinical reasoning: A model of encultured decision making practice capabilities

- Multiple spaces of choice, engagement and influence in clinical decision making

- Clinical reasoning and models of practice

- The development of clinical reasoning expertise

- Expertise and clinical reasoning

Section 2 The changing context of clinical reasoning and practice

- The context of clinical reasoning across the health professions in the 21st century

- Changing demographic and cultural dimensions of populations: Implications for healthcare and decision making

- Clinical thinking, client expectations and patient-centred care

- Next generation clinical practice guidelines

- Action and narrative: Two dynamics of clinical reasoning

- The language of clinical reasoning

- Evidence-based practice and clinical reasoning: In tension, tandem or two sides of the same coin?

- Methods in the study of clinical reasoning

Section 3 Collaborative and transdisciplinary reasoning

- Collaborative decision making in liquid times

- Ethical reasoning

- Shared decision making in practice

- Using decision aids to involve clients in clinical decision making

- Clinical decision making, social justice and client empowerment

- Clinical decision making across orthodox and complementary medicine fields

Section 4 Clinical reasoning and the professions

- Clinical reasoning in medicine

- Clinical reasoning in nursing

- Clinical reasoning in physiotherapy

- Clinical reasoning in dentistry

- Clinical reasoning in occupational therapy

- Clinical decision making in emergency medicine

- Clinical decision making in paramedicine

- Clinical decision making in optometry

- Clinical reasoning in dietetics

- Clinical reasoning in pharmacy

Section 5 Teaching clinical reasoning

- Pedagogies for teaching and learning clinical reasoning

- Teaching clinical reasoning in medical education courses

- Teaching clinical reasoning in nursing education

- Speech-language pathology students: Learning clinical reasoning

- Clinical reasoning and biomedical knowledge: Implications for teaching

- Cultivating a thinking surgeon, using a Clinical Thinking Pathway as a learning and assessment process: ten years on

- Interprofessional programs to develop clinical reasoning

- Assessing clinical reasoning

Section 6 Learning clinical reasoning+

- Learning to communicate clinical reasoning

- Developing clinical reasoning capability

- Remediating learning and performance of clinical reasoning in medicine

- Learning about factors influencing clinical decision making

- Learning reasoning using simulation

- Learning to use evidence to support decision making

- Learning to research clinical reasoning
- Learning clinical reasoning across cultural contexts

- Peer learning to develop clinical reasoning abilities

Über Autor(innen)

Jensen, Gail M.
Dr. Jensen is Vice Provost for Learning and Assessment, Dean Emerita, and Professor of Physical Therapy at Creighton University. She is known nationally and internationally for scholarly contributions in expert practice, clinical reasoning, professional ethics, and interprofessional education. Dr. Jensen is author or coauthor of more than 90 publications in peer-reviewed journals and has coauthored 13 books, including the fourth edition of Clinical Reasoning in the Health Professions (Higgs, Jensen, Loftus, Christensen), Educating Physical Therapists, and in 2020, Clinical Reasoning and Decision Making in Physical Therapy. She led the research team that completed a National Study of Excellence and Innovation in Physical Therapist Education funded by the American Physical Therapy Association and several APTA components. She serves on a number of editorial boards and most recently became an associate editor for The Clinical Teacher. Dr. Jensen received her PhD in educational evaluation with a minor in sociology from Stanford University. She holds a master's degree in physical therapy from Stanford University and a bachelor's degree in education from the University of Minnesota.

Higgs, Joy
Joy has worked for over 35 years as an educator, scholar, researcher and research supervisor at The University of New South Wales, The University of Sydney and Charles Sturt University. She has held appointments as visiting scholar and consultant to a number of Australian and international tertiary institutions. In 2004, Joy received a Member of the Order of Australia award for service to health science education through course development, academic and administrative contributions and research into teaching methods. She was awarded an Australian Teaching and Learning Council Fellowship in 2010. Joy is a member of the Australian Learning and Teaching Fellows Network. In 2015, Joy was appointed a Principal Fellow of the Higher Education Academy, UK. Professor Joy Higgs' key roles at CSU are promoting the advancement of professional practice and education through collaborations in research, scholarship, student supervision, education, organisational change and networking. Joy's research interests are linked to professional practice (the nature of practice across professions, practice wisdom, professionalism, the changing shape of professions in work and society), higher education (quality and innovations), professional education (pedagogies, socialisation, expectations of graduates), practice-based education (pedagogy, curriculum frameworks) and qualitative research strategies.