TY - JOUR
T1 - Cue recognition by undergraduate nursing students
T2 - an integrative review
AU - Burbach, Beth E.
AU - Thompson, Sarah A.
PY - 2014/9/1
Y1 - 2014/9/1
N2 - Patients express multiple cues, ranging from subtle to overt. Clinical cues may signal changes or the presence of stability in the patient's condition. Little is known about the number and types of cues recognized by beginning nurses. This article reports the results of an integrative review of the literature published between 1964 and 2013 concerning recognition of clinical cues by undergraduate nursing students. Search terms included cue, cue recognition, clinical cue, and clinical reasoning. Twenty-seven studies met inclusion criteria. Initial evidence exists of differences in cue recognition between novice and expert nurses. Influences on cue recognition include familiarity with the patient or the patient's health condition. Cue recognition does not necessarily predict presence or quality of nursing actions. International research concerning cue recognition by nurses is in its infancy. Opportunities exist to further the science through use of rigorous design and multisite sampling.
AB - Patients express multiple cues, ranging from subtle to overt. Clinical cues may signal changes or the presence of stability in the patient's condition. Little is known about the number and types of cues recognized by beginning nurses. This article reports the results of an integrative review of the literature published between 1964 and 2013 concerning recognition of clinical cues by undergraduate nursing students. Search terms included cue, cue recognition, clinical cue, and clinical reasoning. Twenty-seven studies met inclusion criteria. Initial evidence exists of differences in cue recognition between novice and expert nurses. Influences on cue recognition include familiarity with the patient or the patient's health condition. Cue recognition does not necessarily predict presence or quality of nursing actions. International research concerning cue recognition by nurses is in its infancy. Opportunities exist to further the science through use of rigorous design and multisite sampling.
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U2 - 10.3928/01484834-20140806-07
DO - 10.3928/01484834-20140806-07
M3 - Review article
C2 - 25102133
AN - SCOPUS:84941368427
SN - 0022-3158
VL - 53
SP - S73-S81
JO - The Journal of nursing education
JF - The Journal of nursing education
IS - 9
ER -