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Deschênes, M., Goudreau, J., Fontaine, G., Charette, M., Da Silva, K.B., Maheu-Cadotte, M., et al. (2019) Theoretical Foundations of Educational Strategies Used in E-Learning Environments for Developing Clinical Reasoning in Nursing Students: A Scoping Review. Nurse Education in Practice, 41, Article 102632.
https://doi.org/10.1016/j.nepr.2019.102632

has been cited by the following article:

• TITLE: Challenges Experienced by Nurse Educators in Promoting Acquisition of Clinical Reasoning Skills by the Undergraduate Nursing Students: A Qualitative Exploratory Study

  AUTHORS: Omero. G. Mwale, Mukwato-Katowa Patricia, Marjorie Kabinga-Makukula

  KEYWORDS: Acquisition, Clinical Reasoning Skills, Undergraduate Nursing Student, Nurse Educator

  JOURNAL NAME: Open Journal of Nursing, Vol.14 No.8, August 27, 2024

  ABSTRACT: Background: Clinical reasoning is an essential skill for nursing students since it is required to solve difficulties that arise in complex clinical settings. However, teaching and learning clinical reasoning skills is difficult because of its complexity. This study, therefore aimed at exploring the challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills by undergraduate nursing students. Methods: A qualitative exploratory research design was used in this study. The participants were purposively sampled and recruited into the study. Data were collected using semi-structured interview guides. Thematic analysis method was used to analyze the collected data The principles of beneficence, respect of human dignity and justice were observed. Results: The findings have shown that clinical learning environment, lacked material and human resources. The students had no interest to learn the skill. There was also knowledge gap between nurse educators and clinical nurses. Lack of role model was also an issue and limited time exposure. Conclusion: The study revealed that nurse educators encounter various challenges in promoting the acquisition of clinical reasoning skills among undergraduate nursing students. Training institutions and hospitals should periodically revise the curriculum and provide sufficient resources to facilitate effective teaching and learning of clinical reasoning. Nurse educators must also update their knowledge and skills through continuous professional development if they are to transfer the skill effectively.