Reasoning

Preface

xiii

Unit III, Professional Reasoning in Context , focuses on providing examples of specific professional reasoning as it occurs in a variety of practice contexts. The unit starts with Chapter 12, which provides a deeper investigation of the nature of context and how it affects professional reasoning. Chapter 13 is a new chapter focused on interprofessional reasoning and thus brings attention to reasoning with teams. The first two chapters in this unit thus provided immersion into aspects of the practice context that are important and often unique within a given setting. Subsequent chapters each provide background information about important con siderations in that area of practice, along with case studies in which real-life exam ples of reasoning in specific cases are shared. Returning authors updated chapters related to their context. There are new authors for some chapters and three new chapters focusing on systems-level professional reasoning. The context-specific chapters are: Clinical Reasoning in Acute Care (Chapter 14, new author); Neonatal Intensive Care (Chapter 15); Home Modifications (Chapter 16); School-Based Practice (Chap ter 17); Public Education Systems and Populations (Chapter 18, new chapter), Palliative and End-of-Life Care (Chapter 19); Screening and Assessing Older Driv ers (Chapter 20); Mental Health (Chapter 21); Community and Population Health Practice: Health Literacy (Chapter 22, new chapter and author); and Supervision and the Development of Professional Reasoning (Chapter 23, new chapter and new authors). Unit IV, Promoting Effective Professional Reasoning , has been expanded from the previous edition to include chapters on professional reasoning development and reflection in addition to prior topics related to learning, teaching, thinking, and scholarship. The unit starts with a new chapter, Chapter 24, Development of Professional Reasoning, which includes new content on expertise. This is followed by the next new chapter in this unit, Chapter 25, Improving Practice Through Re flective Strategies. The remaining chapters from the previous edition return, all up dated to reflect current research and practice. These include Epistemology: Knowing How You Know (Chapter 26); Learning and Teaching for Reasoning (Chapter 27); Learning Professional Reasoning in Practice Through Fieldwork (Chapter 28); and Professional Reasoning in Occupational Therapy Management (Chapter 29). As be fore, Research and Scholarship in Clinical and Professional Reasoning (Chapter 30) concludes the book. For those wishing to access some of the previous case studies of curricular approaches to supporting reasoning in entry-level prac titioners, the chapters from the first edition related to using communities of practice and evidence-based practice remain available online with purchase of Lippincott Connect. Features Many features are provided to enhance the understanding and application of the content. Objectives serve to orient the reader, as well as assist faculty in focusing learners on core content in the chapter. The Chapter Outline at the beginning of each chapter helps readers find material quickly and serves as study resources and summaries of important constructs. Key Terms are printed in bold and defined in the chapter. The Thinking About Thinking quotes (typically from outside of occupational therapy) have been selected to prompt readers to think about meta cognitive issues from different perspectives. In Unit III, Consider This highlights quotes or comments that characterize professional reasoning in a specific context relevant to the chapter focus. The Learning Activities at the end of each chapter have been designed to provide learners with ways to reflect on their experiences

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