Clinical Reasoning in the Health Professions, 4th Edition
Author :
Edited by Joy Higgs, AM, PhD, MHPEd, BSc, PFHEA, Gail M. Jensen, PhD, PT, FAPTA, Stephen Loftus, PhD, MSc, BDS and Nicole Christensen, PhD, MAppSc, BS, BA
Clinical reasoning lies at the core of health care practice and education. Clinical Reasoning in the Health Professions, therefore, occupies a central place in the education of health professionals, the enhancement of professional decision making o
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Clinical reasoning lies at the core of health care practice and education. Clinical Reasoning in the Health Professions, therefore, occupies a central place in the education of health professionals, the enhancement of professional decision making of individuals and groups of practitioners with their clients, and research into optimal practice reasoning.
Key themes presented:
Clinical reasoning as a composite of encultured capabilities
Clinical reasoning embedded within situated practice including the wider socio-economic and political contexts, the practitioner’s and the client’s contexts, and shared goals such as promoting health communities
The importance of narratives, language and culture in clinical decision making
Changing reasoning practices linked to increasing autonomy of practitioners working without the requirement of medical referrals
Clinical reasoning as an increasingly team-based practice, including shared decision making with clients
The need for sound strategies and tools to facilitate the expanding collaborations in health care across disciplines and with clients and carers
Advanced education approaches promoting expansion and enhancement of reasoning strategies
The importance of building good practices for learning clinical reasoning into curricula and into students’ own practice development approaches
Strengthening links between orthodox and complementary medicine reasoning practices
New to this edition:
All chapters updated and 20 new chapters added
Concrete examples, cases and vignettes were added to bring discussions to life for the reader
Reflection points strategically placed to assist readers to extend their insights and build learning from their own practical experiences and theoretical knowledge
Devices of particular value to reflective practitioners and educators.
This is a book for teachers and learners, practitioners, practice leaders, researchers and curriculum managers. Indeed, it is a valuable resource for educators seeking to ground their teaching practices in educational theory, sound knowledge of clinical reasoning and practice-based evidence, and researchers seeking to expand their research horizons.
Clinical reasoning lies at the core of health care practice and education. Clinical Reasoning in the Health Professions, therefore, occupies a central place in the education of health professionals, the enhancement of professional decision making of individuals and groups of practitioners with their clients, and research into optimal practice reasoning.
Key themes presented:
Clinical reasoning as a composite of encultured capabilities
Clinical reasoning embedded within situated practice including the wider socio-economic and political contexts, the practitioner’s and the client’s contexts, and shared goals such as promoting health communities
The importance of narratives, language and culture in clinical decision making
Changing reasoning practices linked to increasing autonomy of practitioners working without the requirement of medical referrals
Clinical reasoning as an increasingly team-based practice, including shared decision making with clients
The need for sound strategies and tools to facilitate the expanding collaborations in health care across disciplines and with clients and carers
Advanced education approaches promoting expansion and enhancement of reasoning strategies
The importance of building good practices for learning clinical reasoning into curricula and into students’ own practice development approaches
Strengthening links between orthodox and complementary medicine reasoning practices
New to this edition:
All chapters updated and 20 new chapters added
Concrete examples, cases and vignettes were added to bring discussions to life for the reader
Reflection points strategically placed to assist readers to extend their insights and build learning from their own practical experiences and theoretical knowledge
Devices of particular value to reflective practitioners and educators.
This is a book for teachers and learners, practitioners, practice leaders, researchers and curriculum managers. Indeed, it is a valuable resource for educators seeking to ground their teaching practices in educational theory, sound knowledge of clinical reasoning and practice-based evidence, and researchers seeking to expand their research horizons.
New to this edition
All chapters updated and 20 new chapters added
Concrete examples, cases and vignettes were added to bring discussions to life for the reader
Reflection points strategically placed to assist readers to extend their insights and build learning from their own practical experiences and theoretical knowledge
Devices of particular value to reflective practitioners and educators.
Author Information
Edited by Joy Higgs, AM, PhD, MHPEd, BSc, PFHEA, Emeritus Professor in Higher Education Charles Sturt University Sydney, New South Wales, Australia; Gail M. Jensen, PhD, PT, FAPTA, Professor, Dept of Physical Therapy and Dept of Medical Humanities; Vice Provost for Learning and Assessment, Dean Emerita School of Pharmacy and Health Professions Creighton University Omaha, Nebraska, United States; Stephen Loftus, PhD, MSc, BDS, Adjunct Associate Professor of Medical Education William Beaumont School of Medicine Oakland University Rochester, Michigan, United States and Nicole Christensen, PhD, MAppSc, BS, BA, Professor and Chair, Department of Physical Therapy, Samuel Merritt University, Oakland, California, USA
Edited by Joy Higgs, AM, PhD, MHPEd, BSc, PFHEA, Emeritus Professor in Higher Education Charles Sturt University Sydney, New South Wales, Australia; Gail M. Jensen, PhD, PT, FAPTA, Professor, Dept of Physical Therapy and Dept of Medical Humanities; Vice Provost for Learning and Assessment, Dean Emerita School of Pharmacy and Health Professions Creighton University Omaha, Nebraska, United States; Stephen Loftus, PhD, MSc, BDS, Adjunct Associate Professor of Medical Education William Beaumont School of Medicine Oakland University Rochester, Michigan, United States and Nicole Christensen, PhD, MAppSc, BS, BA, Professor and Chair, Department of Physical Therapy, Samuel Merritt University, Oakland, California, USA
"a must have book if you are interested in the foremost practice applicable knowledge, written by the leading authorities from the physiotherapy world"
"a valuable tool for those supervising students or newly qualified staff to support the development of their clinical reasoning."
https://www.asia.elsevierhealth.com/clinical-reasoning-in-the-health-professions-9780702062247.html298641Clinical Reasoning in the Health Professionshttps://www.asia.elsevierhealth.com/media/catalog/product/9/7/9780702062247_5.jpg45.4764.95USDInStock/Health Professions/Occupational Therapy/Health Professions/Physiotherapy/Books/Health Professions/Occupational Therapy/Health Professions/Physiotherapy/Books/Students/Physical and occupational therapy/Books/Health Professions/Occupational Therapy/Health Professions/Physiotherapy/Japan Titles/Students/Physical and occupational therapy433511743350944388722505458450545605054664506136152550395259866525984052631605261557141826924335092488653650545585058024514512052598385261550<P></P>
<P>Clinical reasoning lies at the core of health care practice and education. <I>Clinical Reasoning in the Health Professions</I>, therefore, occupies a central place in the education of health professionals, the enhancement of professional decision making of individuals and groups of practitioners with their clients, and research into optimal practice reasoning. </P>
<P></P>
<P>Key themes presented:</P>
<UL>
<P>
<LI>Clinical reasoning as a composite of encultured capabilities</LI>
<P></P>
<P>
<LI>Clinical reasoning embedded within situated practice including the wider socio-economic and political contexts, the practitioner’s and the client’s contexts, and shared goals such as promoting health communities</LI>
<P></P>
<P>
<LI>The importance of narratives, language and culture in clinical decision making</LI>
<P></P>
<P>
<LI>Changing reasoning practices linked to increasing autonomy of practitioners working without the requirement of medical referrals</LI>
<P></P>
<P>
<LI>Clinical reasoning as an increasingly team-based practice, including shared decision making with clients</LI>
<P></P>
<P>
<LI>The need for sound strategies and tools to facilitate the expanding collaborations in health care across disciplines and with clients and carers</LI>
<P></P>
<P>
<LI>Advanced education approaches promoting expansion and enhancement of reasoning strategies</LI>
<P></P>
<P>
<LI>The importance of building good practices for learning clinical reasoning into curricula and into students’ own practice development approaches</LI>
<P></P>
<P>
<LI>Strengthening links between orthodox and complementary medicine reasoning practices</LI>
<P></P></UL>
<P>New to this edition:</P>
<UL>
<P>
<LI>All chapters updated and 20 new chapters added</LI>
<P></P>
<P>
<LI>Concrete examples, cases and vignettes were added to bring discussions to life for the reader</LI>
<P></P>
<P>
<LI>Reflection points strategically placed to assist readers to extend their insights and build learning from their own practical experiences and theoretical knowledge</LI>
<P></P>
<P>
<LI>Devices of particular value to reflective practitioners and educators.</LI>
<P></P></UL>
<P>This is a book for teachers and learners, practitioners, practice leaders, researchers and curriculum managers. Indeed, it is a valuable resource for educators seeking to ground their teaching practices in educational theory, sound knowledge of clinical reasoning and practice-based evidence, and researchers seeking to expand their research horizons.</P> <P></P>
<P>Clinical reasoning lies at the core of health care practice and education. <I>Clinical Reasoning in the Health Professions</I>, therefore, occupies a central place in the education of health professionals, the enhancement of professional decision making of individuals and groups of practitioners with their clients, and research into optimal practice reasoning. </P>
<P></P>
<P>Key themes presented:</P>
<UL>
<P>
<LI>Clinical reasoning as a composite of encultured capabilities</LI>
<P></P>
<P>
<LI>Clinical reasoning embedded within situated practice including the wider socio-economic and political contexts, the practitioner’s and the client’s contexts, and shared goals such as promoting health communities</LI>
<P></P>
<P>
<LI>The importance of narratives, language and culture in clinical decision making</LI>
<P></P>
<P>
<LI>Changing reasoning practices linked to increasing autonomy of practitioners working without the requirement of medical referrals</LI>
<P></P>
<P>
<LI>Clinical reasoning as an increasingly team-based practice, including shared decision making with clients</LI>
<P></P>
<P>
<LI>The need for sound strategies and tools to facilitate the expanding collaborations in health care across disciplines and with clients and carers</LI>
<P></P>
<P>
<LI>Advanced education approaches promoting expansion and enhancement of reasoning strategies</LI>
<P></P>
<P>
<LI>The importance of building good practices for learning clinical reasoning into curricula and into students’ own practice development approaches</LI>
<P></P>
<P>
<LI>Strengthening links between orthodox and complementary medicine reasoning practices</LI>
<P></P></UL>
<P>New to this edition:</P>
<UL>
<P>
<LI>All chapters updated and 20 new chapters added</LI>
<P></P>
<P>
<LI>Concrete examples, cases and vignettes were added to bring discussions to life for the reader</LI>
<P></P>
<P>
<LI>Reflection points strategically placed to assist readers to extend their insights and build learning from their own practical experiences and theoretical knowledge</LI>
<P></P>
<P>
<LI>Devices of particular value to reflective practitioners and educators.</LI>
<P></P></UL>
<P>This is a book for teachers and learners, practitioners, practice leaders, researchers and curriculum managers. Indeed, it is a valuable resource for educators seeking to ground their teaching practices in educational theory, sound knowledge of clinical reasoning and practice-based evidence, and researchers seeking to expand their research horizons.</P>00add-to-cart97807020622472018ProfessionalEdited by Joy Higgs, AM, PhD, MHPEd, BSc, PFHEA, Gail M. Jensen, PhD, PT, FAPTA, Stephen Loftus, PhD, MSc, BDS and Nicole Christensen, PhD, MAppSc, BS, BA20194Book191w x 235h (7.50" x 9.25")Elsevier512Oct 16, 2018IN STOCKEdited by <STRONG>Joy Higgs</STRONG>, AM, PhD, MHPEd, BSc, PFHEA, Emeritus Professor in Higher Education Charles Sturt University Sydney, New South Wales, Australia; <STRONG>Gail M. Jensen</STRONG>, PhD, PT, FAPTA, Professor, Dept of Physical Therapy and Dept of Medical Humanities; Vice Provost for Learning and Assessment, Dean Emerita School of Pharmacy and Health Professions Creighton University Omaha, Nebraska, United States; <STRONG>Stephen Loftus</STRONG>, PhD, MSc, BDS, Adjunct Associate Professor of Medical Education William Beaumont School of Medicine Oakland University Rochester, Michigan, United States and <STRONG>Nicole Christensen</STRONG>, PhD, MAppSc, BS, BA, Professor and Chair, Department of Physical Therapy, Samuel Merritt University, Oakland, California, USABooksBookUnited KingdomNoNoNoNoPlease SelectPlease SelectPlease Select
