Teaching Diagnostic Reasoning: A Review of Evidence-Based Interventions.
Problem/Background: The ability to accurately diagnose patients based on symptom profiles is a vital yet challenging skill that Nurse Practitioners (NPs) undertake frequently.


PURPOSE
This integrative literature review highlights a variety of evidence based, practical educational strategies that foster the development of diagnostic reasoning.


METHODS
An integrative literature review was conducted in order to identify original research focusing on diagnostic reasoning educational interventions.


RESULTS
Eighteen primary sources met inclusion and exclusion criteria. Results are synthesized in terms of sample and setting, methodological features, interventions, and outcomes. Interventions broadly fit into five educational themes: testing strategies, cognitive biases, simulation programs, course formats, and instructional approaches.


DISCUSSION
Interventions are simple and can be implemented in multiple educational settings. Future research should occur in populations of NP students. Validated, easy-to-use measurement tools as well as more precise diagnostic reasoning concept development should occur.
['Burt|Leah|L|http://orcid.org/0000-0002-5896-465X', 'Corbridge|Susan|S|']
D002983:Clinical Competence D004506:Education, Nursing D006801:Humans D009722:Nurse Practitioners D009733:Nursing Diagnosis D011340:Problem Solving D013338:Students, Nursing
diagnostic reasoning nurse practitioner educational interventions evidence based education