Using Different Knowledge Sources in Clinical Decision Making This case study illustrates the process of prioritizing information about the client when using different sources of evidence as a basis...

Using Different Knowledge Sources in Clinical Decision Making

This case study illustrates the process of prioritizing information about the client when using different sources of evidence as a basis for making clinical decisions, as outlined by Copley et al. (2010). Luke is a young man in his late teens with an anxiety disorder. He has had substantial time away from school because of his anxiety and has taken longer than his peers to finish grade 12. He would like to go to university next year but is seeking help from healthcare professionals to plan for this. Prompted by this goal, the healthcare professional working with him accesses recent peerreviewed journals and textbooks to ensure that her knowledge base includes up-to-date information and draws upon her clinical experience of other people whose life roles are disrupted by anxiety. This is done in preparation for seeing Luke and enables the healthcare professional to develop a generalized image. Forming generalized hypotheses can provide a point of comparison and shape the information she seeks from and about Luke. In the first meeting with Luke and his mother, they talk about information they have gained from the Internet, and the healthcare professional is able to discuss this with them in light of her own knowledge of peer-reviewed literature. As she comes to know Luke and his circumstances more, the healthcare professional is able to reflect on the applicability of her knowledge base and retrieve knowledge that is most relevant. When making clinical decisions, the healthcare professional prioritizes information about Luke and his circumstances while using what is relevant from her body of knowledge. The healthcare professional engages in a process of reasoning-in-action, whereby CDM forms the basis for reasoned action, and the results of that action with Luke further inform clinical decisions and action. In this way, the healthcare professional is able to provide a service that is valuable to Luke and addresses his goals.