Knowledge-driven Problem Solving Models in Nurse Education

Year: 1992

Author: Cholowski, Krystyna, Chan, Lorna

Type of paper: Abstract refereed

This paper compares the hypothetico-deductive model of clinical problem-solving commonly used in current nurse education and practice with the knowledge-driven problem- solving model (Bordage, Grant & Marsden, 1990). It will be argued that the knowledge-driven model provides a more complete account of the processes involved in clinical problem solving. These propositions emphasise the organisation and availability of relevant content knowledge stored in memory as the prime determinant of clinical problem solving. This contention is discussed in relation to the development of clinical problem-solving tasks for nursing students.