Targeted Intervention For Clinical Teachers:Impact On Students’ Clinical Reasoning

Objectives:This study was designed to examine the factors of clinical reasoning and how it affects the students and provide suggestions for the promotion of clinical reasoning ability through the cultivation of clinical reasoning.Methods:A quasi-experimental,pretest-posttest design was used.A total of 76 clinical teachers and 72 nursing students participated in the study.There were 37 clinical teachers in the experimental group,the relevant information of clinical reasoning was issued before the completion of the pre-test,and an interactive clinical reasoning teaching was conducted once a week for one month.There were 39 clinical teachers in the control group,who did not receive any intervention after completion of the pretest.There were 35 students in the nursing student experimental group and 37 in the control group.All of them followed their teaching teachers to complete a one-month clinical internship.After measuring the clinical reasoning ability before and after the intervention,the same clinical reasoning education was developed in the control group after three months later.Results:The result shows that,before the clinical reasoning intervention,the average scores of clinical teachers of the experimental group were 59.14±6.12,the control group 60.08±5.56.At the end of the four sessions,after a month of intervention.the average scores of clinical teachers in the experimental group were 69.27±11.37,and the control group 61.15±8.53.The scores of the experimental group were significantly improved compared with the previous test scores,which was statistically significant compared with the control group.After three months,the mean score of the experimental group was 65.78±9.64,the mean score of the control group was 60.26±8.344,both were lower than the one month follow-up but still higher than the previous test,and statistically significant.The pretest’s average score of nursing students of the as experimental group 42.97±11.88,the control group 43.38±11.89,the score of one month follow-up were the experimental group 67.51 ± 12.34,the control group 48.76±9.10.After three months,the score of the experimental group was 60.31 ±9.99,the score of the control group was 53.76±8.55.Compared with the one month follow-up,the Nurses Clinical Reasoning Scale average score of the nursing students was decreased.However,it was still higher than the pretest,and the score of the experimental group was statistically significant compared with the control group.The initial educational background and working time of the clinical teachers were correlated with the total score of clinical reasoning ability.There is no correlation between students’ clinical reasoning ability and demographic data.Conclusion:The course of clinical reasoning designed under the theory of clinical reasoning cycle has shown to be effective in improving clinical teachers’ clinical reasoning ability,and the clinical reasoning ability of the clinical teachers does influence the students.