Learning Through Discussion Article

LearningThrough Discussion Article

KeyWords and Terms

Clinicalreasoning – refersto the system of thinking, which provides a guideline to the nursingpractice. The following are different clinical reasoning approaches(Mendez&amp Neufeld, 2003).

  1. Interactive reasoning – a situation whereby a healthcare service provider involves a client in a decision-making process, in the identification of significant issues with the aim of generating a customized care plan (Mendez &amp Neufeld, 2003).

  2. Procedural reasoning – it is a system whereby the primary focus is the issue at hand accompanied by an intervention plan. The thinking process includes identification of issues, setting goals and response program design (Mendez &amp Neufeld, 2003).

  3. Conditional reasoning – it is an experience-dependent complex system of thought that utilizes a multidimensional approach to assessing the effectiveness or limitations of procedural and interactive reasoning (Mendez &amp Neufeld, 2003).

  4. Narrative reasoning – an approach whereby the therapist treats the patient as a story his experiences and circumstances are necessary for therapeutic intervention. Besides, clinical, interactive, conditional and narrative types of reasoning all fall under this particular type of logic (Mendez &amp Neufeld, 2003).

  5. Pragmatic reasoning – a structured approach to thinking that considers all practical aspects of treatment (Mendez &amp Neufeld, 2003).

Chapter’sGeneral Statement

Therapeuticexperience is a vital competency in nursing practice. A well-seasonedstaff has a significant role for the acclimatization and professionaldevelopment of the new entry employees through supportive, guidanceand collaborative services (Mendez&amp Neufeld, 2003).

EmergingIdeas

  1. Fresh nursing staff from school still requires close, supportive services from skilled staff (Mendez &amp Neufeld, 2003).

Discussionquestion: what is the role of played by experienced personnel in thedevelopment of new employees?

  1. The procedure focused curricula limit the capability of new staff to competently provide quality care (Mendez &amp Neufeld, 2003).

Discussionquestion: do healthcare personnel need to acquire more knowledge andskills above the school and placements training?

  1. Clinical reasoning is vital for the provision of customized healthcare services (Mendez &amp Neufeld, 2003).

Discussionquestion: what is the most efficient type of clinical reasoning?

  1. It takes the time to acquire substantial experience to perform once roles effectively (Mendez &amp Neufeld, 2003).

Discussionquestions: What is the length of time in practice necessary for oneto receive a significant level of experience? Are errors and mistakesnecessary for one to get training experience?

TheSignificance of the Chapter’s Contents to Practice

Experiencenursing practice is invaluable is hard to express in words. An entrylevel professional cannot internalize hands-on skills by observingfrom seasoned professionals. New nurses in the field focus so muchon adhering to established procedures than on thinking criticallyabout the patients’ issue at hand. Such nurses end up renderingpoor services, making diagnosis and treatment errors. However, theexperienced personnel acquire internalized procedures and treatmentapproaches over time their primary focus is the issue at hand andless on procedures. Integration and Internalization of necessaryprocedures into common day practice makes the nursing professionenjoyable and relatively easy (Mendez&amp Neufeld, 2003).

Experiencedpreceptors, on the other hand, should understand that nursingstudents honestly need their help. Training of nursing students is animportant issue. Preceptors should be patients, friendly, highlyresourceful and readily available to his/students. College trainingand internships do not give one enough confidence to tackle diverseclinical issues. The above observation contradicts my previousperceptions that schooling enables one to address different nursingissues. The chapter clearly indicates that new graduate shouldconsult and collaborate with his/her colleges to get support andnecessary guidance in the field. Experienced is a personal attributegained over time but not through the curricula (Mendez&amp Neufeld, 2003).

Curriculaconcentrate on fundamental procedures. However, these procedures arenot addressed entirely through schooling and placements. Vitalexperience in nursing practice requires progressive practice in thereal world. Patient’s healthcare needs will be different and uniquein most cases. Clinical reasoning is a vital skill for one to addressdistinct patient needs. An experienced healthcare staff will try atmost to provide customized therapeutic intervention however, workersat entry level will most likely stick to limited response plans asthey learned in the book (Mendez&amp Neufeld, 2003).

ProfessionalImplications

Experiencemakes the practice easy and to appear part of the daily routine.Different patients are unique and may demand customized therapeuticinterventions despite the fact that diseases may be similar.Experience is achievable through continuous practice and learning aswell as guidance and support from experienced staff. Besides,clinical reasoning is an essential element for training but takestime to develop and utilize effectively in a real clinical setting(Mendez&amp Neufeld, 2003).

Reference

Mendez,L., &amp Neufeld, J. (2003). ClinicalReasoning: What is it and why should I care? Ottawa:COAT Publications ACE. Retrieved on 14September2016 from, http://www.caot.ca/pdfs/Clinicalreasoning.pdf

Learning Through Discussion Article

LearningThrough Discussion Article

KeyWords and Terms

Clinicalreasoning – refersto the system of thinking, which provides a guideline to the nursingpractice. The following are different clinical reasoning approaches(Mendez&amp Neufeld, 2003).

  1. Interactive reasoning – a situation whereby a healthcare service provider involves a client in a decision-making process, in the identification of significant issues with the aim of generating a customized care plan (Mendez &amp Neufeld, 2003).

  2. Procedural reasoning – it is a system whereby the primary focus is the issue at hand accompanied by an intervention plan. The thinking process includes identification of issues, setting goals and response program design (Mendez &amp Neufeld, 2003).

  3. Conditional reasoning – it is an experience-dependent complex system of thought that utilizes a multidimensional approach to assessing the effectiveness or limitations of procedural and interactive reasoning (Mendez &amp Neufeld, 2003).

  4. Narrative reasoning – an approach whereby the therapist treats the patient as a story his experiences and circumstances are necessary for therapeutic intervention. Besides, clinical, interactive, conditional and narrative types of reasoning all fall under this particular type of logic (Mendez &amp Neufeld, 2003).

  5. Pragmatic reasoning – a structured approach to thinking that considers all practical aspects of treatment (Mendez &amp Neufeld, 2003).

Chapter’sGeneral Statement

Therapeuticexperience is a vital competency in nursing practice. A well-seasonedstaff has a significant role for the acclimatization and professionaldevelopment of the new entry employees through supportive, guidanceand collaborative services (Mendez&amp Neufeld, 2003).

EmergingIdeas

  1. Fresh nursing staff from school still requires close, supportive services from skilled staff (Mendez &amp Neufeld, 2003).

Discussionquestion: what is the role of played by experienced personnel in thedevelopment of new employees?

  1. The procedure focused curricula limit the capability of new staff to competently provide quality care (Mendez &amp Neufeld, 2003).

Discussionquestion: do healthcare personnel need to acquire more knowledge andskills above the school and placements training?

  1. Clinical reasoning is vital for the provision of customized healthcare services (Mendez &amp Neufeld, 2003).

Discussionquestion: what is the most efficient type of clinical reasoning?

  1. It takes the time to acquire substantial experience to perform once roles effectively (Mendez &amp Neufeld, 2003).

Discussionquestions: What is the length of time in practice necessary for oneto receive a significant level of experience? Are errors and mistakesnecessary for one to get training experience?

TheSignificance of the Chapter’s Contents to Practice

Experiencenursing practice is invaluable is hard to express in words. An entrylevel professional cannot internalize hands-on skills by observingfrom seasoned professionals. New nurses in the field focus so muchon adhering to established procedures than on thinking criticallyabout the patients’ issue at hand. Such nurses end up renderingpoor services, making diagnosis and treatment errors. However, theexperienced personnel acquire internalized procedures and treatmentapproaches over time their primary focus is the issue at hand andless on procedures. Integration and Internalization of necessaryprocedures into common day practice makes the nursing professionenjoyable and relatively easy (Mendez&amp Neufeld, 2003).

Experiencedpreceptors, on the other hand, should understand that nursingstudents honestly need their help. Training of nursing students is animportant issue. Preceptors should be patients, friendly, highlyresourceful and readily available to his/students. College trainingand internships do not give one enough confidence to tackle diverseclinical issues. The above observation contradicts my previousperceptions that schooling enables one to address different nursingissues. The chapter clearly indicates that new graduate shouldconsult and collaborate with his/her colleges to get support andnecessary guidance in the field. Experienced is a personal attributegained over time but not through the curricula (Mendez&amp Neufeld, 2003).

Curriculaconcentrate on fundamental procedures. However, these procedures arenot addressed entirely through schooling and placements. Vitalexperience in nursing practice requires progressive practice in thereal world. Patient’s healthcare needs will be different and uniquein most cases. Clinical reasoning is a vital skill for one to addressdistinct patient needs. An experienced healthcare staff will try atmost to provide customized therapeutic intervention however, workersat entry level will most likely stick to limited response plans asthey learned in the book (Mendez&amp Neufeld, 2003).

ProfessionalImplications

Experiencemakes the practice easy and to appear part of the daily routine.Different patients are unique and may demand customized therapeuticinterventions despite the fact that diseases may be similar.Experience is achievable through continuous practice and learning aswell as guidance and support from experienced staff. Besides,clinical reasoning is an essential element for training but takestime to develop and utilize effectively in a real clinical setting(Mendez&amp Neufeld, 2003).

Reference

Mendez,L., &amp Neufeld, J. (2003). ClinicalReasoning: What is it and why should I care? Ottawa:COAT Publications ACE. Retrieved on 14September2016 from, http://www.caot.ca/pdfs/Clinicalreasoning.pdf

Learning through Discussion Article

Learningthrough Discussion Article

Learningthrough Discussion Article

Unclearphrases

Thearticle contains several words and phrases that are not apparent andtherefore, requires further researcher to establish their meaning.One of such phrases is the pragmatic reasoning. The connotationimplies to the kind of thinking that brings into consideration, thepracticalities involved in a given activity (Mendez &ampNeufeld,2003). Therefore, an individual is in a good position to makefavorable decisions based on the availability of skills, money andother elements that are critical to the success of the givenactivity. Another phrase that is ambiguous in the text is thenarrative reasoning (Kassirer, 2010). Advanced research of this termshowed that it means the need to gain a deeper understanding of thesituation and preference towards a given client. As a result, apsychologist can address the needs of the customer mostappropriately.

Generalstatement of the chapter’s message

Thesection mainly highlights the concept of clinical reasoning. The termtouches on mixed thinking strategies that therapists may apply whileattending to clients in a bid to bring out some of the issues theyhave encountered and address them in the appropriate manner possible.The aim of this type of reasoning is mainly to solve psychologicalproblems (Mendez &ampNeufeld, 2003). Likewise, the chapteridentifies the situations that influence a psychologist to use agiven reasoning method compared to others. The principal intention isreasonable, since it involves utilization of techniques that has ahigh level of effectiveness and is bound to bring in the desiredresults in the long run. The use of a suitable reasoning method to agiven situation also enables the clients to quickly open up and sharesome of the problems that they could be going through, with the aimof coming up with a lasting solution.

Ideasthat would provide a profitable discussion

Thereare several ideas highlighted in the article that are bound to bringin a productive discussion. One of them includes how psychologistsmay apply the use of different reasoning methods to assist clients(Mendez &ampNeufeld, 2003). The question that I would ask acustomer about this idea as a therapist would be

Whatdo you think is the most appropriate solution to the problems thatyou are currently experiencing?

Thisquestion is essential because it applies some form of interactivereasoning whereby the psychologist involves the client in the therapysession so that he can understand the importance of going through arehabilitation meeting.

Anotheridea lies in the importance of carrying out a reflection (Mendez&ampNeufeld, 2003). Notably, this practice allows a person to have aclear view of his or her circumstance, and where they need to be, soas to avoid veering off what would be desirable. A question that isrelevant to this idea is

Whatchange have you noticed so far, since we began the therapy sessions?

Sucha question will enable a client to assess the effect of thecounseling exercise upon his life.

Theeffectiveness of this chapter in understanding the concepts learnedthroughout the curriculum

Thischapter has had an in-depth analysis of various concepts involved inclinical reasoning. Essentially, the article has amplified numerousthinking styles learned in class, enabling me to understand them muchbetter.

TheImplication of the chapter to future professional experiences

Thischapter has provided me with information that would be quitesignificant to my future professional progression as I will be ableto incorporate these analogies in my clinical practice. The knowledgeof these reasoning methods will as well enable me to deliverhigh-quality services to my clients.

References

Kassirer,J. P. (2010). Teaching clinical reasoning: case-based and coached.AcademicMedicine,&nbsp85(7),1118-1124. Retrieved from:http://journals.lww.com/academicmedicine/Fulltext/2010/07000/Teaching_Clinical_Reasoning__Case_Based_and.11.aspxKempainen

Mendez,L., Neufeld, J. (2003).Clinical reasoning… What is it and whyshould I care?. Retrieved from:http://www.caot.ca/pdfs/Clinicalreasoning.pdf