Clinical reasoning as a conceptual framework for interprofessional learning : a literature review and a case study
(2018) In Physical Therapy Reviews 23(1). p.29-34- Abstract
Background: Clinical reasoning has been proposed to be a key attribute of health professionals. We hypothesized that clinical reasoning may be one explicit way to further the understanding of each other’s roles in interprofessional learning activities, for nurse students and physiotherapy students. Objectives: The first part of this paper was a literature review. In the second part of the paper, we described a case study with an action-based approach. Major Findings: The literature review showed that, although sparse, clinical reasoning has been used as a conceptual framework for students learning in interprofessional activities. Through a collaboration between clinicians and university staff, we developed a structure for... (More)
Background: Clinical reasoning has been proposed to be a key attribute of health professionals. We hypothesized that clinical reasoning may be one explicit way to further the understanding of each other’s roles in interprofessional learning activities, for nurse students and physiotherapy students. Objectives: The first part of this paper was a literature review. In the second part of the paper, we described a case study with an action-based approach. Major Findings: The literature review showed that, although sparse, clinical reasoning has been used as a conceptual framework for students learning in interprofessional activities. Through a collaboration between clinicians and university staff, we developed a structure for interprofessional student collaboration based on narratives in combination with a clinical reasoning structure as proposed by Levett-Jones, adapted to identify the different roles. The interprofessional collaboration was found crucial for development of authentic and useful narratives to work from, where both professions had important roles. The use of a reasoning framework could scaffold student discussions to learn with, from and about each other. Conclusions: We concluded that interprofessional learning can take place in theory courses and the use of clinical reasoning as a conceptual framework may facilitate to clarify professional similarities and differences.
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- author
- Gummesson, Christina LU ; Sundén, Anne LU and Fex, Angelika LU
- organization
- publishing date
- 2018-04-05
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Clinical reasoning, Interprofessional learning
- in
- Physical Therapy Reviews
- volume
- 23
- issue
- 1
- pages
- 29 - 34
- publisher
- Maney Publishing
- external identifiers
-
- scopus:85045061229
- ISSN
- 1083-3196
- DOI
- 10.1080/10833196.2018.1450327
- language
- English
- LU publication?
- yes
- id
- 2dec0496-8e23-4225-9d63-3cbebf56fc72
- date added to LUP
- 2018-04-17 15:21:38
- date last changed
- 2022-03-09 18:20:19
@article{2dec0496-8e23-4225-9d63-3cbebf56fc72,
abstract = {{<p>Background: Clinical reasoning has been proposed to be a key attribute of health professionals. We hypothesized that clinical reasoning may be one explicit way to further the understanding of each other’s roles in interprofessional learning activities, for nurse students and physiotherapy students. Objectives: The first part of this paper was a literature review. In the second part of the paper, we described a case study with an action-based approach. Major Findings: The literature review showed that, although sparse, clinical reasoning has been used as a conceptual framework for students learning in interprofessional activities. Through a collaboration between clinicians and university staff, we developed a structure for interprofessional student collaboration based on narratives in combination with a clinical reasoning structure as proposed by Levett-Jones, adapted to identify the different roles. The interprofessional collaboration was found crucial for development of authentic and useful narratives to work from, where both professions had important roles. The use of a reasoning framework could scaffold student discussions to learn with, from and about each other. Conclusions: We concluded that interprofessional learning can take place in theory courses and the use of clinical reasoning as a conceptual framework may facilitate to clarify professional similarities and differences.</p>}},
author = {{Gummesson, Christina and Sundén, Anne and Fex, Angelika}},
issn = {{1083-3196}},
keywords = {{Clinical reasoning; Interprofessional learning}},
language = {{eng}},
month = {{04}},
number = {{1}},
pages = {{29--34}},
publisher = {{Maney Publishing}},
series = {{Physical Therapy Reviews}},
title = {{Clinical reasoning as a conceptual framework for interprofessional learning : a literature review and a case study}},
url = {{http://dx.doi.org/10.1080/10833196.2018.1450327}},
doi = {{10.1080/10833196.2018.1450327}},
volume = {{23}},
year = {{2018}},
}