Abstract
Rational decision-making and “top down approaches” that use deductive reasoning for making clinical treatment decisions do not address the complexity, ambiguities, uncertainties and unpredictabilities of clinical practice. Contemporary research indicates that expert practitioners draw from multiple methods of clinical reasoning including the use of narrative reasoning (Edwards, Jones, Carr, Braunack-Mayer, & Jensen, 2004; Edwards & Jones, 2007; Jensen, Gwyer, Hack, & Shepard, 2007). To the extent that clinicians use narrative to gain a more holistic understanding of the lived experiences of patients with diseases and to clarify the contextual nature of their physiological changes, they are more likely to develop an empathetic, patient-centred relationship (Charon, 2006).
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Greenfield, B., Swisher, L.L. (2013). The Role of Narratives in Professional Formation for Students. In: Higgs, J., Sheehan, D., Currens, J.B., Letts, W., Jensen, G.M. (eds) Realising Exemplary Practice-Based Education. Practice, Education, Work and Society, vol 7. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-188-7_17
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DOI: https://doi.org/10.1007/978-94-6209-188-7_17
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