Abstract
Background: Script concordance testing and the think-aloud (TA) approach uses clinical scenarios to evaluate clinical reasoning (CR).
Problem: Teaching strategies to both facilitate and evaluate CR are lacking. Adaptation of script concordance testing and the TA approach may be a useful teaching/learning strategy for CR.
Approach: Script concordance activity with the TA approach (SCA-TA method) was created and implemented in a nursing course to facilitate and evaluate CR.
Evaluation: Survey data provided valuable information of students' perception about the SCA-TA method as a teaching strategy.
Conclusions: The SCA-TA method holds promise to foster CR. Ongoing research to predict progression of CR is needed.