TY - JOUR
T1 - Metacognitive skills in diagnostic reasoning
T2 - making the implicit explicit.
AU - Pesut, Daniel J.
AU - Herman, Jo Anne
PY - 1992/10
Y1 - 1992/10
N2 - The metacognitive skills or monitoring, analyzing, predicting, planning, evaluating, regulating, and revising frame the nursing process and support clinical reasoning. Nurse educators who encourage metacognitive skill acquisition are likely to accelerate student comprehension, understanding, and mastery or nursing diagnosis, nursing process, and clinical reasoning. The models presented in this article have implications for teaching and learning clinical/ diagnostic reasoning.
AB - The metacognitive skills or monitoring, analyzing, predicting, planning, evaluating, regulating, and revising frame the nursing process and support clinical reasoning. Nurse educators who encourage metacognitive skill acquisition are likely to accelerate student comprehension, understanding, and mastery or nursing diagnosis, nursing process, and clinical reasoning. The models presented in this article have implications for teaching and learning clinical/ diagnostic reasoning.
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U2 - 10.1111/j.1744-618X.1992.tb00530.x
DO - 10.1111/j.1744-618X.1992.tb00530.x
M3 - Article
C2 - 1489586
AN - SCOPUS:84985107394
VL - 3
SP - 148
EP - 154
JO - International journal of nursing knowledge
JF - International journal of nursing knowledge
SN - 2047-3087
IS - 4
ER -