The Clinical Reasoning Cycle is one of the most important models which has been included in the curriculum of nursing students. The major aim of the mentioned educational model is to make the students empowered with knowledge.
It makes the student confident while applying theoretical knowledge in the practical situation of handling a critical condition through different steps of the Clinical Reasoning Cycle.
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The term clinical reasoning cycle was coined by Levett-Jones in 2009. It consists of eight stages required by the nursing student to follow so that no deviation takes place in the practice environment of emergency. The eight stages are regarding the patient collection of cues or information, process information, identification of problems or issues, establishing goals, taking action, evaluation of the outcome and reflecting on the process and new learning.
The clinical reasoning cycle has one motive to save and accurately treat the patients at the time of emergency. The students are required to incur information about the patient as much as possible. But, the dilemma remains on how to proceed with the procured information and what are the correct ways to move forward with.
Here, comes into play the theoretical knowledge provided in the classes and then segregating them according to the stages of the clinical reasoning cycle. The information is required to be processed and retaining all the information can become problematic for the students due to a lot of issues. The issue can be the lack of time or tiring schedule or just an unclear concept.
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The clinical reasoning cycle is associated with the development of a clear understanding for professional nurses about the present situation of the patient so that they can devise the most effective care plan for the betterment of the patient’s condition.
Sometimes, the use of the clinical reasoning cycle is done to discover the harsh truth about the medical condition of the patient, whether the patient is terminally ill or not, if there is a chance of recovering the patient’s medical condition or not, if the patient’s condition will deteriorate in near future or not? These are done so that the family of the patient is made aware of the harsh facts and no false hope remains.
If the clinical reasoning skill of a nurse is poor then the conclusion will not be accurately drawn about the medical condition of the patient, and the latter will be at risk.
If the medical practitioner is not able to diagnose the problem effectively, is unable to devise a proper treatment plan, inefficient in managing the complications of the patient’s medical condition, the patient might suffer hugely from the incompetency and can experience adverse effects.
All the mentioned problems can be rectified or do not occur in the first place if the nurse is properly acquainted with the clinical reasoning cycle which is very critical for the recovery of the patient.
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As indicated by the Tracy Levett Jones (2009), it is a process which is conducted by the nurses like collecting cues, classifying the information, understanding the present health condition of the patient and complications associated with the medical condition of the patient, preparation of the treatment plan and implementation of the devised intervention, observing the outcome and finally reflecting on the full procedure.
The skills for the development of a proper clinical reasoning cycle can be developed by any nurse by paying attention to each stage of the cycle. The collection of the correct cues together with appropriate action taken to resolve the situation timely against a particular or identified patient for a correct reason is important.
If you want to include the clinical reasoning cycle in a paper, a very clear idea is present in the samples provided on our website. After that also, if you do not get a clear understanding of the process, then you can simply rely on our professional writers who are ready at any time to write your paper.
The eight fundamental steps of the clinical reasoning cycle given by Levett Jones are the following:
The health practitioner is bound to use the clinical reasoning cycle effectively. It helps the medical practitioner to develop skills for clinical reasoning as well as critical reasoning while serving the patient. In this way, the nurse will avoid the risks which can cause adverse effects on the patient.
The clinical reasoning cycle and its stages as mentioned above, help in the development of judgment qualities of a health practitioner. It aids in the development of correct reasons which need rectification for restoring the normal health status of the patient. clinical reasoning cycle helps the nurse in the development of problem-solving thinking as well as decision-making skills.
It is also a part of training that the nurses should do properly try to become competent in it. It helps the most when the nurse is dealing with critical patients.
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