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Walden University NURS 8544 Strategies for Teaching Innovations in Nursing Education - Nursing Process and Clinical Reasoning

Developing strong clinical reasoning and decision-making skills is an essential part of the nursing profession, particularly for graduate-level nurses. Contemporary nursing literature highlights the importance of structured approaches, such as the nursing process, in enhancing critical thinking, clinical judgment, and reasoning in practice (Alfayoumi, 2019). The purpose of this paper is to explore the ways in which the nursing process strengthens these skills among graduate nursing students and improves the quality of patient care.

Clinical Reasoning

Clinical reasoning involves the application of critical thinking and problem-solving skills in healthcare settings to achieve optimal patient outcomes (Wong & Kowitlawakul, 2020). This process requires a thorough analysis and synthesis of information from credible sources, including a patient’s medical history and physical assessments, to accurately identify health issues and create an effective care plan. At the graduate level, clinical reasoning is crucial in mastering patient assessment techniques, systematically collecting relevant data, and interpreting findings to address patients’ health concerns (Alfayoumi, 2019).

Critical thinking plays a fundamental role in evaluating facts and making informed decisions regarding patient care. Both critical thinking and clinical reasoning enable graduate nurses to gather comprehensive patient data, make well-informed care decisions, and prevent adverse health outcomes (Wong & Kowitlawakul, 2020). The clinical decision-making process involves weighing available options and selecting the most appropriate course of action based on evidence-based practice. Through this approach, graduate nurses refine their assessment skills, improve their ability to diagnose conditions accurately, and develop effective care plans tailored to patients’ needs.

Nursing Process

The nursing process consists of key steps: assessment, diagnosis, planning, implementation, and evaluation (Basit & Korkmaz, 2021). These steps allow graduate nurses to analyze patient data comprehensively, identify health issues, strengthen their critical thinking and reasoning skills, and make informed clinical judgments to enhance patient care (Alfayoumi, 2019). By employing problem-solving techniques, nursing students can collect accurate and detailed patient data, which serves as the foundation for developing an individualized care plan.

Clinical reasoning enables nurses to analyze retrieved data, identify key health concerns, and address underlying issues that affect a patient’s well-being (Wong & Kowitlawakul, 2020). The use of this skill allows nurses to uncover hidden health conditions that may not be immediately apparent, ensuring that the care plan addresses all aspects of a patient’s health. Clinical judgment is particularly crucial in the nursing diagnosis phase, where nurses must determine the most appropriate interventions based on patient needs and evidence-based practices (Basit & Korkmaz, 2021).

The planning, implementation, and evaluation phases of the nursing process focus on executing the developed care plan and assessing its effectiveness in addressing the patient’s health needs. Nurses must apply critical thinking skills during these stages to modify care plans as needed, based on patient responses and progress (Basit & Korkmaz, 2021). This structured framework ensures that all critical aspects of patient care are systematically examined, leading to better health outcomes. Graduate nurses rely on the nursing process to develop their critical thinking, reasoning, and judgment skills, ultimately enhancing the safety, efficiency, and effectiveness of patient care.

Clinical Example

A clinical case involving an adult patient with hypertension illustrates the application of critical thinking, clinical reasoning, and judgment in nursing practice. A 48-year-old Caucasian male with a history of hypertension presented to the clinic with complaints of persistent headaches and fatigue. Upon assessment, the nurse recorded elevated blood pressure readings and reviewed the patient’s medical history. Considering these findings, the nurse suspected uncontrolled hypertension and conducted further assessments to identify possible contributing factors, such as medication adherence and lifestyle choices.

After a comprehensive evaluation, the nurse diagnosed the patient with uncontrolled hypertension due to inconsistent medication use and poor lifestyle habits. The care plan included patient education on the risks of hypertension, the importance of adherence to prescribed medications, and recommendations for lifestyle modifications. The nurse also adjusted the patient’s prescription, provided guidance on improving physical activity and dietary habits, and scheduled follow-up visits to monitor progress.

At the follow-up appointment, the patient’s blood pressure had returned to normal levels, indicating that the treatment plan was effective. This case demonstrates the significance of critical thinking in assessing patient health, clinical reasoning in analyzing data to determine health risks, and clinical judgment in formulating an appropriate care plan (Alfayoumi, 2019).

When caring for older adults, it is essential to consider age-related changes and potential comorbidities. Nurses must use critical thinking to assess the patient’s condition, identify key concerns, and apply clinical reasoning to analyze health needs and possible causes of symptoms (Alfayoumi, 2019). Clinical judgment then guides the development of a tailored care plan to achieve the best possible outcomes.

Similarly, when working with adolescent patients, nurses must consider their developmental stage, emotional well-being, and social influences when formulating a care plan. By applying critical thinking, nurses can assess the patient’s overall health, identify concerns, use clinical reasoning to explore health requirements, and apply clinical judgment to develop a care plan that meets the patient’s needs (Alfayoumi, 2019).

In cases involving patients with mental health conditions, nurses should assess the individual’s mental state, potential risks for self-harm or harm to others, and current medications. Critical thinking is essential in evaluating symptoms and identifying possible causes, while clinical reasoning aids in understanding the broader health picture. Clinical judgment is then used to create a care plan that includes appropriate safety measures and medication monitoring (Hawkins et al., 2019). These skills ensure that nurses provide safe and effective care in various healthcare settings.

Conclusion

Nursing is a demanding profession that requires a strong foundation in critical thinking, clinical reasoning, and judgment. The nursing process equips graduate nurses with the skills necessary to analyze data, make informed decisions, develop comprehensive care plans, and evaluate patient progress. This structured approach ensures that healthcare professionals provide safe, effective, and evidence-based care to diverse patient populations. The integration of these skills allows nurses to deliver high-quality care across different age groups, including older adults, adolescents, and individuals with mental health concerns. By adhering to the nursing process, graduate nurses can refine their competencies and enhance patient outcomes.

References

Alfayoumi, I. (2019). The impact of combining concept-based learning and concept-mapping pedagogies on nursing students’ clinical reasoning abilities. Nurse Education Today, 72, 40-46. https://doi.org/10.1016/j.nedt.2018.10.009

Basit, G., & Korkmaz, F. (2021). The effect of web‐based nursing process teaching on senior nursing students’ care planning skills. International Journal of Nursing Knowledge, 32(1), 4-19. https://doi.org/10.1111/2047-3095.12283

Hawkins, D., Elder, L., & Paul, R. (2019). The Thinker’s Guide to Clinical Reasoning: Based on Critical Thinking Concepts and Tools. Rowman & Littlefield.

Wong, S. H. V., & Kowitlawakul, Y. (2020). Exploring perceptions and barriers in developing critical thinking and clinical reasoning of nursing students: A qualitative study. Nurse Education Today, 95, 104600. https://doi.org/10.1016/j.nedt.2020.104600

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