KNOWLEDGE-DRIVEN PROBLEM-SOLVING MODELS IN NURSING-EDUCATION

This paper compares the hypothetic-deductive model of clinical problem solving commonly used in current nurse education and practice with th e knowledge-driven problem-solving model (Bordage, Grant, & Marsden, 1 990). It is argued that the knowledge-driven model provides a more com plete account of the processes involved in clinical problem solving. T he knowledge-driven model emphasizes the organization and availability of relevant content knowledge stored in memory as the prime determina nt of clinical problem solving. This contention is discussed in relati on to the development of a clinical problem-solving task for nursing s tudents and its implications for nursing curricula.