Nursing students' reasoning about two fictitious elderly patient cases.
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| Title: | Nursing students' reasoning about two fictitious elderly patient cases. |
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| Authors: | Fagerberg I (AUTHOR), Ekman S (AUTHOR), Heyman I (AUTHOR) |
| Source: | Scandinavian Journal of Caring Sciences. Dec1999, Vol. 13 Issue 4, p247-253. 7p. |
| Abstract: | The aim of this study was to examine and describe how nursing students developed their reasoning and knowledge about the state of health of, and their possible actions regarding, two fictitious elderly patient case histories during their three-year education. The descriptions were audiotaped, transcribed verbatim and analysed by content analysis. The findings show a development in the students reasoning concerning the more acute case, but no development in reasoning regarding the case of a confused person. This could be due either to a lack of education in gerontology and geriatrics, or to the student's receiving limited guidance during their education on how to reason about and reflect upon different ways of approaching emerging problems. The findings could also be understood in the light of traditions and history in nursing education. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Caring Sciences is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The aim of this study was to examine and describe how nursing students developed their reasoning and knowledge about the state of health of, and their possible actions regarding, two fictitious elderly patient case histories during their three-year education. The descriptions were audiotaped, transcribed verbatim and analysed by content analysis. The findings show a development in the students reasoning concerning the more acute case, but no development in reasoning regarding the case of a confused person. This could be due either to a lack of education in gerontology and geriatrics, or to the student's receiving limited guidance during their education on how to reason about and reflect upon different ways of approaching emerging problems. The findings could also be understood in the light of traditions and history in nursing education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02839318 |
| DOI: | 10.1111/j.1471-6712.1999.tb00548.x |
