CLINICAL DECISION-MAKING: A PROCESS (NURSING EDUCATION, RULE-OUT, GOAL-DIRECTED).
Contributors: Southern Illinois University at Carbondale.
Published: 1993
Number of pages: 155
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Health Sciences, Education.
Description: Clinical decision making in nursing is a complex process requiring nurses to make decisions quickly without complete data. The ability to make decisions is influenced by a variety of conditions. The process of decision making should be understood in order to be taught and improved.

Clinical decision making literature demonstrates early hypothesis generation with utilization of an elimination process. Experience improves complex decision making and initiation of a broad base of hypotheses. Effects of education and patient complexity are inconclusive. Studies reported were conducted in simulated settings rather than actual practice settings.

A qualitative methodology was used to describe types and frequency of decisions made, and the processes used to make decisions in actual practice settings. Seventeen participants from a medical center and a community hospital were observed practicing in adult medical-surgical and intensive care areas. Participants were interviewed to determine covert cognitive processes. Data were analyzed using a constant comparative method.

Analysis revealed two decision-making categories: goal-directed process and rule-out process. The rule-out process consisted of three subcategories: rule-out for problem, rule-out for cause, and rule-out for action. Goal-directed process involved taking actions to reach a goal. Rule-out process involved the development and elimination of hypotheses until only one remained. Rule-out process was used to determine the problem, the cause, and the action to be taken.

All processes were used by participants regardless of practice setting or education. Only participants with 3 years experience or more in their specialty utilized goal-directed process. Participants were confident in their decisions. More decisions were made during day shift and on weekends. More independent decisions were made than collaborative regardless of setting, education, or experience. Results were confirmed through member checks and an independent auditor.
Notes: Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2863.

Thesis (PH.D.)--SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE, 1993.

School code: 0209.