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Unit aim
Develops assessment, clinical reasoning and diagnostic skills. Students will build upon knowledge and skills in anatomy, physiology, pharmacology and evidence based-practice to demonstrate skills in clinical reasoning and diagnosis. Students will identify, collate and comprehend clinical data, including laboratory and radiology, with which to make clinical decisions.
Unit content
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Introduction to clinical reasoning
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Hypothesis building
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Inductive and deductive reasoning
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Contemplating options and consequences
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Narrative reasoning
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Collaborative reasoning
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Diagnostic and laboratory results
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Cardiac and respiratory diagnostic procedures and laboratory results
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Renal and urinary diagnostic procedures and laboratory results
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Gastrointestinal and endocrine diagnostic procedures and laboratory results
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Musculoskeletal and nervous system diagnostic procedures and laboratory results
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Health information and technology
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Documenting and communicating clinical reasoning and decisions
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Accessing diagnostic and expert systems
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Formulation, assessment and diagnosis in mental health nursing contexts
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
GA1: Intellectual rigour,
GA2: Creativity,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 |
|---|
| 1 | describe and discuss the components of diagnostic reasoning, differential diagnosis and clinical decision making | Intellectual rigour | | | Knowledge of a discipline | | | |
| 2 | differentiate the various forms of clinical reasoning and demonstrate their use in identifying solutions to a problem | Intellectual rigour | | Ethical practice | Knowledge of a discipline | | | |
| 3 | analyse clinical diagnostic and laboratory results with which to form diagnostic and care plans in clinical settings | Intellectual rigour | | Ethical practice | Knowledge of a discipline | | | |
| 4 | integrate evidence, clinical judgement, inter-professional perspectives and patient preferences in planning and evaluating care | Intellectual rigour | | Ethical practice | Knowledge of a discipline | | | |
| 5 | analyse and create appropriate approaches to documentation and communication in clinical settings. | Intellectual rigour | | | Knowledge of a discipline | | | |
On completion of this unit, students should be able to:
- describe and discuss the components of diagnostic reasoning, differential diagnosis and clinical decision making
- GA1:
Intellectual rigour
- GA4:
Knowledge of a discipline
- differentiate the various forms of clinical reasoning and demonstrate their use in identifying solutions to a problem
- GA1:
Intellectual rigour
- GA3:
Ethical practice
- GA4:
Knowledge of a discipline
- analyse clinical diagnostic and laboratory results with which to form diagnostic and care plans in clinical settings
- GA1:
Intellectual rigour
- GA3:
Ethical practice
- GA4:
Knowledge of a discipline
- integrate evidence, clinical judgement, inter-professional perspectives and patient preferences in planning and evaluating care
- GA1:
Intellectual rigour
- GA3:
Ethical practice
- GA4:
Knowledge of a discipline
- analyse and create appropriate approaches to documentation and communication in clinical settings.
- GA1:
Intellectual rigour
- GA4:
Knowledge of a discipline
Prescribed texts
Session 1
- Levett-Jones, T. , 2018, Clinical Reasoning: Learning to think like a nurse, Pearson, Sydney.
Prescribed texts may change in future study periods.