Clinical Reasoning In The Health Professions

Higgs, J. — Jensen, G. — Loftus, S. — Trede, F. — Grace, S.

5ª Edition December 2024

English

Soft Cover

300 pags

900 gr

19 x 24 x 1 cm

ISBN 9780443110979

Publisher ELSEVIER

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clinical reasoning | clinical decision making

Clinical reasoning is the complex thinking and decision-making used to come to a diagnosis and management plan. It’s a core competency of clinical practice – but because it involves many elements and unconscious processes, it’s both difficult to learn and teach.

Clinical Reasoning in the Health Professions provides the concepts and frameworks healthcare professionals need to be able to reason effectively, make sound and defensible clinical decisions, and learn from experience as they develop from student to practitioner.

Edited by leading experts in the field from Australia and the US, this fifth edition presents the latest understandings and evidence around clinical reasoning in clinical practice, and how can it be taught and assessed. It’s ideal for both undergraduate and post-graduate health students as well as academic and clinical health educators.

New themes
New ways of teaching and assessment
New practical approaches to application of theory and developing a curriculum

Key Features

Presents a new understanding of clinical reasoning in the circumstances confronting healthcare systems today
Covers the future of healthcare and social justice
Provides the latest theories on teaching, learning and assessing clinical reasoning - ideal for educators and researchers
Easy to read with figures, tables and chapter summaries
Case studies integrate theory with practice
Examines clinical reasoning as a core competency
Includes team-based care/teaming and the role of shared decision making

Edited by Joy Higgs, AM, PhD, MHPEd, BSc, PFHEA, Emeritus Professor in Higher Education Charles Sturt University Sydney, New South Wales, Australia; Gail M. Jensen, PhD, PT, FAPTA, 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, United States; Stephen Loftus, PhD, MSc, BDS, Adjunct Associate Professor of Medical Education William Beaumont School of Medicine Oakland University Rochester, Michigan, United States; Franziska V. Trede, PhD, MHPEd, Diploma of Physiotherapy, Professor in Higher Education and Professional Practice Education Portfolio University of Technology Sydney Sydney, New South Wales, Australia and Sandra Grace, PhD, MSc, DipEd, BA, Professor of Integrative Medicine Faculty of Health Southern Cross University Lismore, New South Wales, Australia