Reasoning

Preface

xi

• New and emerging research. We incorporated new research in professional reasoning, acknowledging and also challenging past understandings in light of current scholarship. • Emphasizing reflection . We encouraged contributors to illustrate relation ships among reasoning, reflection, and reflective practices; reinforce linkages among reasoning, context, learning, and teaching; and make connections with how research-based and practice-based evidence can prompt reflection and practice improvement. • Assessment of professional reasoning. An area of interest among current scholars is the assessment of clinical and professional reasoning. We encour aged contributors to include information on assessment when appropriate for their contributions. • Interprofessional reasoning . We acknowledged increased emphasis on inter professional teamwork, and thus added a new chapter on this, and encouraged contributors to share examples of reasoning in collaborative contexts as well as demonstrate cooperative practices across disciplines. Learning activities designed to promote effective reasoning are provided at the ends of chapters, and additional learning activities are provided online with pur chase of Lippincott Connect. Later chapters also recommend strategies for teaching and researching reasoning in academic and practice settings. TERMINOLOGY The term professional reasoning continues in the title of this book as well as the term clinical reasoning . Although recent literature reviews still find the term clinical reasoning used most across health professions, occupational therapy scholars as well as those writing policy documents are increasingly following our suggestion to use the term professional reasoning . Colleagues who practice in educational and community settings find the word clinical to be one that presumes a medically based orientation and is therefore inappropriate to their contexts. Additionally, there is a significant amount of reasoning related to therapy practice, program ming, etc., which is done by supervisors, managers, and others. It seems appropri ate to acknowledge that this reasoning, although not directed to a specific patient or client, also has aspects similar to clinical reasoning. ORGANIZATION The content of this edition of Clinical and Professional Reasoning in Occupational Therapy consists of summaries of different perspectives and presents new research about reasoning in professional contexts. The field of professional reasoning con tinues to advance, and this new edition illustrates the growth. All chapters have been either updated or completely rewritten. A third of the chapters have new au thors and coauthors, reflecting a new and more international generation of contrib utors. Six new chapters were added to expand the scope of the book. Yet we retain the ethics that made earlier editions successful. Many textbooks provide suggestions about what therapists should think about and how they should conduct therapy. In contrast, contributors from the first edition and all subsequent editions were asked to build their discussions using solid and applied research. We have focused research on what therapists actually think about and, subsequently,

Copyright © 2023 Wolters Kluwer, Inc. Unauthorized reproduction of the content is prohibited.