Design for learning through inquiry to enhance clinical reasoning among new nursing graduates at a tertiary referral centre in Singapore

Abstract

Purpose: Clinical reasoning is essential for nurses. Shift from third-person to first-person perspectives to enhance new nursing graduates’ clinical reasoning. The pilot study developed clinical reasoning learning and assessed the design to determine if it had contributed to enhancing new nursing graduates’ clinical reasoning.

Methods: Descriptive statistics were utilised to analyse sociodemographic data. The thematic analysis explored the open-ended questions concerning new nursing graduates’ perspectives on the design.

Results: The thematic analysis uncovered four key learning themes that promoted the utilisation of the design.

Conclusions: The results suggested that the design for learning suited new nursing graduates, and they expressed satisfaction with using it. More extensive studies are needed to gain deeper insights into the design for learning incorporated into clinical nursing education.

Keywords

Design for learning / New nursing graduate / Clinical reasoning / First-person sense / Clinical nursing education

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