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Merisier S, Larue C, Boyer L. How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review. Nurse Educ Today. 2018;65:108-115doi: 10.1016/j.nedt.2018.03.006.
Merisier, S., Larue, C., & Boyer, L. (2018). How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review. Nurse education today, 65108-115. https://doi.org/10.1016/j.nedt.2018.03.006
Merisier, Sophia, et al. "How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review." Nurse education today vol. 65 (2018): 108-115. doi: https://doi.org/10.1016/j.nedt.2018.03.006
Merisier S, Larue C, Boyer L. How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review. Nurse Educ Today. 2018 Jun;65:108-115. doi: 10.1016/j.nedt.2018.03.006. Epub 2018 Mar 10. PMID: 29550674.
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Nurse Educ Today. 2018 Jun;65:108-115. doi: 10.1016/j.nedt.2018.03.006. Epub 2018 Mar 10.

How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review.

Nurse education today

Sophia Merisier, Caroline Larue, Louise Boyer

Affiliations

  1. Faculty of Nursing, University of Montreal, Montreal, Canada. Electronic address: [email protected].
  2. Faculty of Nursing, University of Montreal, Montreal, Canada.

PMID: 29550674 DOI: 10.1016/j.nedt.2018.03.006

Abstract

BACKGROUND: Problem-based learning is an educational method promoting clinical reasoning that has been implemented in many fields of health education. Questioning is a learning strategy often employed in problem-based learning sessions.

AIM: To explore what is known about the influence of questioning on the promotion of clinical reasoning of students in health care education, specifically in the field of nursing and using the educational method of problem-based learning.

METHODS: A scoping review following Arksey and O'Malley's five stages was conducted. The CINAHL, EMBASE, ERIC, Medline, and PubMed databases were searched for articles published between the years of 2000 and 2017. Each article was summarized and analyzed using a data extraction sheet in relation to its purpose, population group, setting, methods, and results. A descriptive explication of the studies based on an inductive analysis of their findings to address the aim of the review was made.

RESULTS: Nineteen studies were included in the analysis. The studies explored the influence of questioning on critical thinking rather than on clinical reasoning. The nature of the questions asked and the effect of higher-order questions on critical thinking were the most commonly occurring themes. Few studies addressed the use of questioning in problem-based learning.

CONCLUSIONS: More empirical evidence is needed to gain a better understanding of the benefit of questioning in problem-based learning to promote students' clinical reasoning.

Copyright © 2018 Elsevier Ltd. All rights reserved.

Keywords: Clinical reasoning; Critical thinking; Educational strategies; Nursing education; Problem-based learning; Questioning

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