PROBLEM-ORIENTED RECORDING AS A TEACHING-LEARNING TOOL

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Abstract
The assumption that problem-oriented records help teach critical thinking was tested by comparing clinical recordings and case study data for a group of beginning nursing students who were taught problem-oriented charting with a group who were taught traditional charting. No differences were found between the groups in the mean number of patient problems identified from a case situation. However, in clinical charting, the problem-oriented group identified significantly more patient problems and had significantly higher quality-of-organization scores. Assuming the case situation and clinical situation were equivalent in presentation of identifiable problems, these findings suggested that the problem-oriented format was superior in allowing students to demonstrate their ability to identify and solve patient problems.

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