Debriefing to nurture clinical reasoning in nursing students: A design-based research study.

Background: Students' clinical reasoning can be stimulated by guiding them to use their experiences with patients to develop own illness scripts. Debriefing during hospital shifts invites students to put patient experiences into words, link them to previously acquired knowledge and make connections.

Objectives: To develop, implement and evaluate a debriefing procedure for nursing internships based on illness script theory and generate corresponding design principles.

Reasoning like a doctor or like a nurse? A systematic integrative review.

When physicians and nurses are looking at the same patient, they may not see the same picture. If assuming that the clinical reasoning of both professions is alike and ignoring possible differences, aspects essential for care can be overlooked. Understanding the multifaceted concept of clinical reasoning of both professions may provide insight into the nature and purpose of their practices and benefit patient care, education and research.

Reasoning like a doctor or like a nurse? An integrative review protocol.

Introduction: Clinical reasoning, a major competency for all health professionals, has been defined and studied 'within' each profession. We do not know if content, process and outcomes are comparable 'between' physician and nursing clinical reasoning. This paper aims to set up a protocol for an integrative review to analyse and synthesise the scientific nursing and medical clinical reasoning literature.

Illness scripts in nursing: Directed content analysis.

Aims: To explore the possible extension of the illness script theory used in medicine to the nursing context.

Design: A qualitative interview study.

Methods: The study was conducted between September 2019 and March 2020.

Development and validation of Dutch version of Lasater Clinical Judgment Rubric in hospital practice: An instrument design study.

Background: Clinical reasoning in patient care is a skill that cannot be observed directly. So far, no reliable, valid instrument exists for the assessment of nursing students' clinical reasoning skills in hospital practice. Lasater's clinical judgment rubric (LCJR), based on Tanner's model "Thinking like a nurse" has been tested, mainly in academic simulation settings.