Clinical Reasoning Reflection

Clinical reasoning is the process of thinking that guides an occupational therapist clinical practice (Shafaroodi, Kamali, Parvizy, Mehraban, O 'Toole, 2013). Seminal work by Fleming (1991) identifies three areas of the clinical reasoning thought process; procedural, Interactive and conditional (Robertson & Griffiths, 2012). Through my learning style of reader/writer my personal clinical reasoning is drawn strongly from the use of textbooks and research articles. As I transition from a student learning about practice to a new graduate being immersed in practice my natural reasoning process will be to access the literature. This will assist in transforming my procedural reasoning into conditional reasoning with practice (Robertson & Griffiths, 2009). My own personal enjoyment from learning will keep me up to date will the latest practice theory well after I have finished formal education.

One particular case where I have used clinical reasoning was when working with a young boy with a newly healed broken femur. Although the femur had healed correctly and the cast had been removed the child was experiencing lost of muscle tone and strength. He had become fearful of standing and walking, instead resorting to bum shuffling to move around the home. Physiotherapy and swimming had recently been put in place. Using clinical reasoning though my knowledge around equipment and suitable interventions for encouraging walking, I decided to implement a walking frame for use at home and school. This was well received by the child and his family, giving him back his independence and confidence. Within a few weeks he was walking confidently and relying less on the walking frame around the