Clinical practice is known to have three key dimensions. These are clinical reasoning, practice specific domain knowledge, and evidence-based practice. All practitioners in the present day are expected to provide best possible practice within the legal and ethical framework…
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This is used to identify and diagnose potential or actual patient problems, so in order to achieve positive patient outcomes, the practitioner is able to make clinical decisions that can arrive at resolution of problems. However, these definitions do not always apply accurately, and that is the reason the skills of clinical reasoning become important. Practitioners make decisions in contexts where there are no right or wrong solutions or actions, since healthcare sciences are not exact sciences (Toth-Cohen, 2008). The education and experience of the practitioners load them with clinical reasoning skills which generate the capacity to make clinical decisions in the face of certainty or clarity (Charlin et al., 2000).
Although the arguments regarding clinical decision making follow different such courses, in clinical practice the use of experiential knowledge is high with the intent of delivering quality care to the patients. In fact in many cases, it has been found that there is spontaneous use of knowledge derived from a variety of sources by the practitioners which they think have been subjected to testing in practice and is credible. From this point of view clinical reasoning and decision making become intrinsic to the provision of practice (Meterissian, 2006). Therefore, knowledge about clinical reasoning and other factors that lead to and influence clinical decision making is important for a deep understanding of clinical practice. As an example, the area of critical care can be sited where several different interacting factors may lead to similar or identical clinical manifestations. Moreover, adequate treatment of one particular parameter may adversely affect another clinical parameter (Simmons et al., 2003). In such situations, a high level of independent clinical reasoning is expected from the practitioners in order to make a clinical decision in practice. Sound reasoning and decision making skills have been thought to be essential for provision of quality care that aims to achieve positive clinical outcome and physical and psychosocial wellbeing of the patient and sometimes of the family. There are many examples where faulty reasoning may lead to errors in decision making that may prove ultimately to be culminating into costly and tragic errors in the practice setting (Hershey and Baron, 1987). There are certain practice scenarios where there is a high possibility of such consequences and hence, there is a demand for high quality clinical reasoning skills. Research that examine the practitioners' clinical reasoning focus on patient outcomes and the relationship between these outcomes and clinical reasoning are therefore extremely significant to demonstrate the roles of the practitioners in care delivery processes, and it has been argued that such research can enhance clinical reasoning of the practitioners and optimise patient outcomes (Kuiper et al., 2009).
These concepts appear to be true if examples from different clinical practices are sought. For example, there is evidence that in association with clinical reasoning, available evidence should be used to guide critical thinking, judgment, common sense and intuition. Other studies have argued against this, and they have found that the clinical reasoning process among practitioners do not permit such generalisations (Stempsey, 2009). In case of
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It had been noted that data collected were important in providing an understanding to health problems previously problematic in medical language but differences of non-standard terms used by different nurses led to another barrier. The North American Nursing Diagnosis Association or NANDA standardized, identified and classified health problems dealt by nurses.
He also felt that it was time to decide on stopping her support systems and symptomatic treatment for palliative sedation and thereby raise the quality of her remaining life and allow her to go smoothly and comfortably. The decision was to be made by the family as the patient was slipping into unconsciousness.
The ultimate aim of this context is to examine the aspect of clinical judgment and decision-making. This is done by identifying a clinical judgment and decision-making in a clinical environment. It also examines a theoretical framework and associated concepts that has been studied and that is considered relevant in judgment and decision-making.
This research tells that in Mrs. Archer’s case, her nutrition and safety are of greatest priority yet her social, emotional and spiritual needs must never be neglected. Especially those suffering from cognitive impairment, most of the time lacks self-esteem and autonomy in any intervention, one must be sensitive enough to act and speak with them as individuals with dignity and independence.
Medical knowledge and information has been rapidly evolving. It is said to multiply to double its rates every five years. In effect, information being taught in medical school usually diminishes in relevance in a matter of years.
In doing this, the paramedics observe the signs and symptoms of the alleged disease, additionally; they rely on their patient’s description to gain knowledge of their feelings. These make it easier for paramedics to make diagnostic mistakes and further make it more difficult to establish whether the decisional errors are professional or intentional.
They usually have to take into account the fact that the patient may have extra symptoms of distress that are less obvious or whose identity can only be revealed by more sophisticated medical equipment. In such cases, the paramedics have to use deeper reflection to consider all the possibilities (Pelaccia, Tardif, Triby and Charlin 2011).
Nursing Decision Making Name: Course: Instructor’s Name: Date Due: Nurses are involved in many people’s day to day lives. It is important that a nurse has a variety of skills when delivering healthcare to patients in their day to day lives. For this reason, a nurse should have a sober mind that helps them make the right decisions in situations that involve them helping patients.
There are numerous steps in a process of diagnostic reasoning. According to Wilkinson, there are four steps of diagnostic reasoning, these steps consists of Interpreting these entails Identifying significant cues, clustering cues and identifying data, drawing
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