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Developing Clinical Reasoning Capabilities

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Clinical Education for the Health Professions

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Abstract

This chapter addresses five questions: What is clinical reasoning as a metapractice? What are key elements of context in clinical reasoning and professional decision-making and what impact do they have on these practices? How can we categorize the main clinical reasoning and decision-making approaches? How can the learning and teaching of clinical reasoning and health care decision-making be facilitated and pursued? At the end of the chapter readers are invited to reflect on how the contents of the chapter have stimulated thoughts about their own reasoning practices and capabilities and their clinical reasoning development strategies.

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Author information

Authors and Affiliations

  1. Professional Practice and Higher Education, Charles Sturt University, Sydney, NSW, Australia

    Joy Higgs

Authors
  1. Joy Higgs
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Correspondence to Joy Higgs .

Editor information

Editors and Affiliations

  1. Monash University, Clayton, VIC, Australia

    Debra Nestel

  2. King's College London, London, UK

    Gabriel Reedy

  3. School of Nursing and Midwifery, La Trobe University, Bundoora, VIC, Australia

    Lisa McKenna

  4. Faculty of Health Sciences and Medicine, Bond University, Manchester, UK

    Suzanne Gough

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Higgs, J. (2020). Developing Clinical Reasoning Capabilities. In: Nestel, D., Reedy, G., McKenna, L., Gough, S. (eds) Clinical Education for the Health Professions. Springer, Singapore. https://doi.org/10.1007/978-981-13-6106-7_103-1

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  • DOI: https://doi.org/10.1007/978-981-13-6106-7_103-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-6106-7

  • Online ISBN: 978-981-13-6106-7

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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