The effects of illness script method on clinical reasoning of undergraduate nursing students: A quasi-experimental study

Abstract

The effects of illness script method on clinical reasoning of undergraduate nursing students: A quasi-experimental study Gede Arya Bagus Arisudhana 1,* 1 STIKES Bina Usada Bali, Bali, Indonesia *Correspondence: Gede Arya Bagus Arisudhana . Address: Padang Luwih Street, Tegal Jaya, Dalung, Kuta Utara, Bali, Indonesia. Email: aryabagus08@gmail.com Responsible Editor: Praba Diyan Rachmawati Received: 5 January 2021 ○ Revised: 26 April 2022 ○ Accepted: 27 April 2022 ABSTRACT Introduction: The improvement of clinical reasoning in nursing students is a benchmark for students' abilities in carrying out nursing care. Disease script-based learning can help students recognize the information. The purpose of this study was to determine the effect of illness scripts on the clinical reasoning ability of nursing students. Methods: The research design used was a quasi-experimental with a non-equivalent control group. A consecutive sampling technique was applied. The number of samples in each group is 35 respondents, the outcome was measured using Clinical Reasoning Assessment Tools. Data were analysed using Wilcoxon Signed Rank test. Results: The results of this study indicate that there is an increase in the clinical reasoning ability of nursing students in the experimental group from the average value of 40.6 to 50.3. Most of the respondents in the experimental group had clinical reasoning at the intermediate learner level. The results of the Wilcoxon test showed that the Z-count value in the experimental group was 5.092 with a p-value < 0.001. Conclusions: The primary finding in this study is that there is an effect of the illness script method on the clinical reasoning of undergraduate nursing students. The application of illness scripts in the nursing learning process at as early stage as possible is very relevant. This model helps students in increasing critical thinking about patient nursing problems. Keywords: critical thinking; efficacy; learning strategy; nursing study