Clinical Reasoning in the Health Professions, 5th Edition
Date of Publication: 11/2024
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.
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.
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.
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 to this edition
- 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
Author Information
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
