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Biomedical subjects

C A Tanner

Publications and source records attributed to C A Tanner.

69 records · Page 4Linked to original sources
PubMed1987

Evaluating research for use in practice: guidelines for the clinician.

Research in nursing has the potential to contribute substantially to the quality of patient care. However, this potential can be realized only if the research base is critically evaluated and used appropriately as a basis for practice. At best, research will always be only a guide for practice. The astute clinician will combine his or her practical wisdom, derived from experience, with an understanding of the individual patient's situation and with knowledge derived from research to make a clinical judgement thought to be of benefit to the patient.

Decision Making↗
PubMed1986

Activating clinical inferences: a component of diagnostic reasoning in nursing.

In this exploratory study, nursing inferences were examined within a framework of information processing theory. Verbal responses to a patient simulation by 28 nursing students and 15 practicing nurses were used as data. Six different categories of inferences were identified. Inferences most frequently activated across educational levels were those about immediate situational concerns. Practicing nurses activated significantly more complex inferences than the student groups. In each group, the majority of inferences were activated during the first half of the encounter. These results of this preliminary analysis support the proposition that inference activation is an important component of the diagnostic reasoning process used by both nurses and nursing students.

Cognition↗
PubMedDate not supplied

Caring as a value in nursing education.

Nursing educators are torn between producing graduates who are employable in the health care marketplace and educating nurses who are capable of transforming the health care system. One way to resolve this conflict is to make caring a core value in the "hidden curriculum"--the way students are taught to think and feel as nurses.

Curriculum↗
PubMedDate not supplied

Diagnostic reasoning strategies of nurses and nursing students.

This study described and compared the cognitive strategies of diagnostic reasoning used by junior nursing students (n = 15), senior nursing students (n = 13), and practicing nurses (n = 15). Verbal responses to three videotaped vignettes provided the data. Findings suggested that diagnostic reasoning processes of both nurses and nursing students can be described by a general model developed from studies of physicians. Subjects activated diagnostic hypotheses early in the encounter and used systematic information gathering to rule in and rule out hypotheses. With increased levels of knowledge and experience, there was a trend toward more systematic data acquisition and greater accuracy in diagnosis. The number of hypotheses activated, the earliness with which they were activated, and their diagnostic accuracy were task-specific components of the process, but selection of data-acquisition strategies appeared to be more generalizable across cases.

Cognition↗
PubMedDate not supplied

Nursing's search for scientific knowledge.

This analysis describes the characteristics of nursing research today, and identifies trends and changes in research over the past three decades. A sample was drawn from four nursing research journals of 137 substantive studies, 14 published in 1952-53, 20 in 1960, 40 in 1970, and 63 in 1980. The analysis revealed that over this period nursing research (1) increased substantially in amount; (2) became more clinically focused; (3) demonstrated a greater theoretical orientation; and (4) became more sophisticated and sound in methods employed. Among the limitations noted were insufficient conceptualization and the failure to build a cumulative science. Suggestions are offered for future research.

Data Collection↗