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Elsevier

Clinical Reasoning in the Health Professions

  • 4th Edition - October 15, 2018
  • Latest edition
  • Editors: Joy Higgs, Gail M. Jensen, Stephen Loftus, Nicole Christensen
  • Language: English

Clinical reasoning lies at the core of health care practice and education. Clinical Reasoning in the Health Professions, therefore, occupies a central place in the education… Read more

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Description

Clinical reasoning lies at the core of health care practice and education. Clinical Reasoning in the Health Professions, therefore, occupies a central place in the education of health professionals, the enhancement of professional decision making of individuals and groups of practitioners with their clients, and research into optimal practice reasoning.

This is a book for teachers and learners, practitioners, practice leaders, researchers and curriculum managers. Indeed, it is a valuable resource for educators seeking to ground their teaching practices in educational theory, sound knowledge of clinical reasoning and practice-based evidence, and researchers seeking to expand their research horizons.

Key features

  • Clinical reasoning as a composite of encultured capabilities
  • Clinical reasoning embedded within situated practice including the wider socio-economic and political contexts, the practitioner’s and the client’s contexts, and shared goals such as promoting health communities
  • The importance of narratives, language and culture in clinical decision making
  • Changing reasoning practices linked to increasing autonomy of practitioners working without the requirement of medical referrals
  • Clinical reasoning as an increasingly team-based practice, including shared decision making with clients
  • The need for sound strategies and tools to facilitate the expanding collaborations in health care across disciplines and with clients and carers
  • Advanced education approaches promoting expansion and enhancement of reasoning strategies
  • The importance of building good practices for learning clinical reasoning into curricula and into students’ own practice development approaches
  • Strengthening links between orthodox and complementary medicine reasoning practices

Table of contents

Section 1 Understanding clinical reasoning

1. Clinical reasoning: Challenges of interpretation and practice in the 21st century

2. Re-interpreting clinical reasoning: A model of encultured decision making practice capabilities

3. Multiple spaces of choice, engagement and influence in clinical decision making

4. Clinical reasoning and models of practice

5. The development of clinical reasoning expertise

6. Expertise and clinical reasoning

Section 2 The changing context of clinical reasoning and practice

7. The context of clinical reasoning across the health professions in the 21st century

8. Changing demographic and cultural dimensions of populations: Implications for healthcare and decision making

9. Clinical thinking, client expectations and patient-centred care

10. Next generation clinical practice guidelines

11. Action and narrative: Two dynamics of clinical reasoning

12. The language of clinical reasoning

13. Evidence-based practice and clinical reasoning: In tension, tandem or two sides of the same coin?

14. Methods in the study of clinical reasoning

Section 3 Collaborative and transdisciplinary reasoning

15. Collaborative decision making in liquid times

16. Ethical reasoning

17. Shared decision making in practice

18. Using decision aids to involve clients in clinical decision making

19. Clinical decision making, social justice and client empowerment

20. Clinical decision making across orthodox and complementary medicine fields

Section 4 Clinical reasoning and the professions

21. Clinical reasoning in medicine

22. Clinical reasoning in nursing

23. Clinical reasoning in physiotherapy

24. Clinical reasoning in dentistry

25. Clinical reasoning in occupational therapy

26. Clinical decision making in emergency medicine

27. Clinical decision making in paramedicine

28. Clinical decision making in optometry

29. Clinical reasoning in dietetics

30. Clinical reasoning in pharmacy

Section 5 Teaching clinical reasoning

31. Pedagogies for teaching and learning clinical reasoning

32. Teaching clinical reasoning in medical education courses

33. Teaching clinical reasoning in nursing education

34. Speech-language pathology students: Learning clinical reasoning

35. Clinical reasoning and biomedical knowledge: Implications for teaching

36. Cultivating a thinking surgeon, using a Clinical Thinking Pathway as a learning and assessment process: ten years on

37. Interprofessional programs to develop clinical reasoning

38. Assessing clinical reasoning

Section 6 Learning clinical reasoning+

39. Learning to communicate clinical reasoning

40. Developing clinical reasoning capability

41. Remediating learning and performance of clinical reasoning in medicine

42. Learning about factors influencing clinical decision making

43. Learning reasoning using simulation

44. Learning to use evidence to support decision making

45. Learning to research clinical reasoning

46. Learning clinical reasoning across cultural contexts

47. Peer learning to develop clinical reasoning abilities

Review quotes

"a must have book if you are interested in the foremost practice applicable knowledge, written by the leading authorities from the physiotherapy world"

"a valuable tool for those supervising students or newly qualified staff to support the development of their clinical reasoning."

Product details

  • Edition: 4
  • Latest edition
  • Published: November 26, 2018
  • Language: English

About the editors

JH

Joy Higgs

Joy has worked for over 35 years as an educator, scholar, researcher and research supervisor at The University of New South Wales, The University of Sydney and Charles Sturt University. She has held appointments as visiting scholar and consultant to a number of Australian and international tertiary institutions. In 2004, Joy received a Member of the Order of Australia award for service to health science education through course development, academic and administrative contributions and research into teaching methods. She was awarded an Australian Teaching and Learning Council Fellowship in 2010. Joy is a member of the Australian Learning and Teaching Fellows Network. In 2015, Joy was appointed a Principal Fellow of the Higher Education Academy, UK. Professor Joy Higgs' key roles at CSU are promoting the advancement of professional practice and education through collaborations in research, scholarship, student supervision, education, organisational change and networking. Joy's research interests are linked to professional practice (the nature of practice across professions, practice wisdom, professionalism, the changing shape of professions in work and society), higher education (quality and innovations), professional education (pedagogies, socialisation, expectations of graduates), practice-based education (pedagogy, curriculum frameworks) and qualitative research strategies.
Affiliations and expertise
Emeritus Professor in Higher Education Charles Sturt University Sydney, New South Wales, Australia

GJ

Gail M. Jensen

Dr. Jensen is Vice Provost for Learning and Assessment, Dean Emerita, and Professor of Physical Therapy at Creighton University. She is known nationally and internationally for scholarly contributions in expert practice, clinical reasoning, professional ethics, and interprofessional education. Dr. Jensen is author or coauthor of more than 90 publications in peer-reviewed journals and has coauthored 13 books, including the fourth edition of Clinical Reasoning in the Health Professions (Higgs, Jensen, Loftus, Christensen), Educating Physical Therapists, and in 2020, Clinical Reasoning and Decision Making in Physical Therapy. She led the research team that completed a National Study of Excellence and Innovation in Physical Therapist Education funded by the American Physical Therapy Association and several APTA components. She serves on a number of editorial boards and most recently became an associate editor for The Clinical Teacher. Dr. Jensen received her PhD in educational evaluation with a minor in sociology from Stanford University. She holds a master’s degree in physical therapy from Stanford University and a bachelor’s degree in education from the University of Minnesota.
Affiliations and expertise
Professor, Dept of Physical Therapy and Dept of Medical Humanities; Vice Provost for Learning and Assessment, Dean Emerita School of Pharmacy and Health Professions Creighton University Omaha, Nebraska, USA

SL

Stephen Loftus

Dr. Loftus joined Oakland University William Beaumont School of Medicine in November 2013 as associate professor of Medical Education. He is responsible for faculty development in medical education. He is also involved in a number of courses such as Medical Humanities and Embark research projects. A dental professional with more than 20 years in medical education, Dr. Loftus developed an internationally recognized inter-professional online graduate course in pain management at Sydney University. His research on clinical reasoning has appeared in several journals and books, such as the well-received book, “Clinical Reasoning in the Health Professions” (3rd ed). He has also supervised doctoral research students at Charles Sturt University in Australia, in topics such as clinical reasoning, higher education and clinician/patient relationships. Dr. Loftus works to ensure that students and faculty maximize the benefit of the educational experiences provided in the medical school through coming to a deeper understanding of what is involved in medical education and practice.
Affiliations and expertise
Adjunct Associate Professor of Medical Education William Beaumont School of Medicine Oakland University Rochester, Michigan, USA

NC

Nicole Christensen

Affiliations and expertise
Professor and Chair, Department of Physical Therapy, Samuel Merritt University, Oakland, California, USA