BOOK
Critical Thinking, Clinical Reasoning, and Clinical Judgment E-Book
(2015)
Additional Information
Book Details
Abstract
What's behind every healed patient? Critical thinking! And what book best equips you to master the critical thinking skills needed for success on the NCLEX examination and in professional nursing practice? Alfaro's Critical Thinking, Clinical Reasoning, and Clinical Judgment, 6th Edition! With a motivational style and insightful "how-to" approach, this unique textbook draws upon real-life scenarios and evidence-based strategies as it guides you in learning to think critically in clinically meaningful ways. The new edition features a more streamlined, full-color design, and expanded coverage on some of key trends, including: interdisciplinary care teams, competency-based education, the IOM’s Leading Health Indicators, legal considerations, the effects of the Affordable Care Act, and much more. If you want to truly succeed in nursing practice today and be thinking-oriented rather than task-oriented, then look no further than this one-of-a-kind textbook.
- Simple approach and motivational writing style include vivid examples, memorable anecdotes, and real case scenarios to make content come alive.
- Practical strategies to promote critical thinking, clinical reasoning, and clinical judgment are incorporated along with supporting evidence as to why the strategies work.
- Focus on application (or "how to") and inclusion of supporting rationales (theory) make difficult concepts easy to learn.
- Critical thinking indicators feature evidence-based descriptions from the author of behaviors that promote critical thinking in nursing practice.
- Highlighted features and sections — such as Chapter at a Glance, Pre-Chapter Self-Tests, Guiding Principles, Critical Moments, Other Perspectives, Think-Pair-Share, Help Me Out cartoons, real-life clinical scenarios, key points, critical thinking exercises, and more — promote independent learning.
- UNIQUE! Brain-based learning principles utilize strategies that challenge the mind and are incorporated throughout the text.
- Timely coverage includes topical issues, such as: problem-focused versus outcome-focused thinking, prioritizing, developing a culture of safety, healthy work environments, expanding roles related to diagnosis and management, applying delegation principles, evidence-based practice, improving grades and passing tests the first time, NCLEX preparation, ensuring documentation reflects critical thinking, communication and interpersonal skills, strategies for common workplace challenges, and more.
- Inclusion of ethics- and standards-based professional practice reflects today’s professional climate which demands increasing accountability.
- Incorporation of cultural, spiritual, and lifespan content along with the nurse’s role in hospitals, communities, and long-term care settings presents a broad approach to critical thinking.
- Discussion of Tanner and Benner’s most recent work on what the research says about critical thinking and clinical judgment in nursing keeps readers up to date on the evidence-based side of practice.
- Coverage of IOM, QSEN, and other patient safety standards also keeps readers up to date on safe and effective nursing care.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Inside Front Cover | ES2 | ||
| Critical Thinking, Clinical Reasoning, and Clinical Judgment: A Practical Approach | iii | ||
| Copyright | iv | ||
| About the author | v | ||
| Dedication | vii | ||
| Advisors and Reviewers | ix | ||
| Planning reviewers | ix | ||
| New content reviewers and advisors | ix | ||
| Preface | xiii | ||
| Critical thinking: an international health care imperative | xiii | ||
| Whats new to this edition | xiii | ||
| Whats the same about this edition | xiv | ||
| How to use this book | xv | ||
| Who should read this book? | xvi | ||
| Patients, clients, consumers, stakeholders, | xvii | ||
| Tell us what you think | xvii | ||
| Acknowledgments | xix | ||
| Contents | xxi | ||
| Chapter 1: What Are Critical Thinking, Clinical Reasoning, and Clinical Judgment? | 1 | ||
| Critical thinking: behind every healed patient | 2 | ||
| Critical thinking: not simply being critical | 2 | ||
| Rewards of learning to think critically | 2 | ||
| How this book helps you improve thinking | 4 | ||
| Brain-Based Learning | 4 | ||
| Organized for Novices and Experts | 5 | ||
| Describing critical thinking | 5 | ||
| Thinking Versus Critical Thinking | 5 | ||
| The Best Description | 5 | ||
| A Synonym: Reasoning | 6 | ||
| Common Critical Thinking Descriptions | 6 | ||
| Clinical Reasoning, Critical Thinking, and Clinical Judgment | 6 | ||
| Critical Thinking Versus Nursing Process | 6 | ||
| Applied Definition: Thinking in the Clinical Setting | 6 | ||
| Problem-focused versus outcome-focused thinking | 8 | ||
| What about common sense? | 8 | ||
| What do critical thinkers look like? | 9 | ||
| Critical thinking indicators | 9 | ||
| Whats familiar and whats new? | 10 | ||
| What's Familiar | 10 | ||
| Problem-Solving | 10 | ||
| Analyzing | 12 | ||
| Decision-Making | 12 | ||
| Scientific Method | 13 | ||
| What's New | 13 | ||
| Emotional Quotient | 13 | ||
| So-Called \"Soft Skills\" Arent Soft | 13 | ||
| Right-Brain and Left-Brain Thinking | 13 | ||
| Maximizing Human Potential | 13 | ||
| Mapping as a Strategy to Teach and Learn | 13 | ||
| Changing How We View Mistakes | 13 | ||
| Preparing for \"What-If\" Scenarios | 14 | ||
| Evidence-Based Thinking | 14 | ||
| Measuring Outcomes (Results) | 14 | ||
| Collaborative Thinking | 14 | ||
| Relating on a \"Human Level\" Matters | 14 | ||
| 4-Circle ct model: get the picture? | 15 | ||
| Thinking ahead, thinking-in-action, and thinking back | 15 | ||
| Putting it all together | 16 | ||
| Critical thinking exercises | 17 | ||
| Think, pair, share | 17 | ||
| Critical moments | 18 | ||
| Good Question! | 18 | ||
| Aha! | 18 | ||
| Other perspectives | 18 | ||
| How to Think Like Einstein | 18 | ||
| Playing Lullabies: Creative Way to Improve Satisfaction | 18 | ||
| Key points/summary | 19 | ||
| References | 19 | ||
| Chapter 2: Developing Critical Thinking | 21 | ||
| Developing critical thinking | 22 | ||
| Five key steps | 22 | ||
| How your personality affects thinking | 22 | ||
| Connecting with your learning style | 26 | ||
| Self-efficacy: believe in yourself | 27 | ||
| Effects of birth order, upbringing, and culture | 27 | ||
| Male versus female tendencies | 28 | ||
| Emotional intelligence | 29 | ||
| Communicating effectively | 30 | ||
| Communication strategies | 31 | ||
| Listening: A Lost Art? | 32 | ||
| Receptive Listening: Promoting Self-Awareness and Professional Growth | 32 | ||
| Building relationships | 32 | ||
| Preceptors, mentors, and empowered partnerships | 33 | ||
| Factors influencing critical thinking ability | 33 | ||
| Personal Factors Affecting Thinking | 33 | ||
| Fair-Mindedness and Moral Development | 34 | ||
| Age and Maturity20 | 34 | ||
| Dislikes, Prejudices, and Biases | 34 | ||
| Self-Confidence | 34 | ||
| Knowledge of Problem-Solving, Decision-Making, Nursing Process, and Research Principles | 34 | ||
| Early Evaluation and Reflection | 34 | ||
| Past Experience | 34 | ||
| Effective Writing Skills | 34 | ||
| Effective Reading and Learning Skills | 34 | ||
| Situational Factors Affecting Thinking | 35 | ||
| Anxiety, Stress, and Fatigue | 35 | ||
| Awareness of Risks | 35 | ||
| Knowledge of Related Factors | 35 | ||
| Awareness of Resources | 35 | ||
| Positive Reinforcement | 35 | ||
| Negative \"Talk | 35 | ||
| Evaluative or Judgmental Styles | 35 | ||
| Presence of Motivating Factors | 35 | ||
| Time Limitations | 35 | ||
| Distractions | 36 | ||
| Habits Causing Barriers to Critical Thinking | 36 | ||
| Self-Focusing | 36 | ||
| Mine-Is-Better | 36 | ||
| Tunnel Vision | 36 | ||
| Choosing-Only-One | 36 | ||
| Face-Saving | 36 | ||
| Resistance to Change | 37 | ||
| Conformity | 37 | ||
| Stereotyping | 37 | ||
| Self-Deception | 37 | ||
| Habits That Promote Critical Thinking | 37 | ||
| Critical thinking exercises 2.1 | 38 | ||
| Think, Pair, Share | 38 | ||
| Focusing on outcomes (Results) | 39 | ||
| Goal (Intent) Versus Outcome (Result) | 39 | ||
| Critical thinking strategies | 40 | ||
| Ten Main Questions | 40 | ||
| Using Logic, Intuition, and Trial and Error | 41 | ||
| Focusing on Details and Big Picture | 42 | ||
| Drawing Maps, Diagrams, and Decision Trees | 42 | ||
| Clinical Simulation and Debriefing | 42 | ||
| Other Useful Strategies | 43 | ||
| Knowledge and intellectual skills | 44 | ||
| Evaluating critical thinking: best practices | 44 | ||
| Basic Principles | 45 | ||
| Self-Assessment | 48 | ||
| Performance Evaluation | 48 | ||
| Peer Review | 48 | ||
| High-Stakes Testing | 49 | ||
| Critical thinking exercises 2.2 | 50 | ||
| Think, Pair, Share | 50 | ||
| Critical moments | 50 | ||
| Boundaries and Priorities—Not Guilt | 50 | ||
| Considering Alternatives Promotes Critical Thinking | 51 | ||
| Focusing on Outcomes: Imagine the Future | 51 | ||
| Other perspectives | 51 | ||
| Be Yourself | 51 | ||
| In Some Cultures, Questioning Shows Weakness | 51 | ||
| Love Your Brain | 51 | ||
| Is Your Mind Like a Parachute? | 51 | ||
| Worried About Analysis Paralysis? | 51 | ||
| Trial and Error: A Continuous Process | 51 | ||
| Sweating Silence | 51 | ||
| Confident Vulnerability? | 52 | ||
| Key points/summary | 52 | ||
| References | 53 | ||
| Chapter 3: Critical Thinking and Learning Cultures: Teaching, Learning, and Taking Tests | 55 | ||
| Learning cultures: everyone teaches, everyone learns | 56 | ||
| Building Learning Cultures | 56 | ||
| Teaching yourself: grab the spoon | 56 | ||
| Accessing, analyzing, and applying information | 57 | ||
| ABCDs of Evaluating Websites and Other Works | 57 | ||
| Learning, unlearning, and relearning | 58 | ||
| Identifying Salient Points | 59 | ||
| What I Learned from Candy Crush | 59 | ||
| Strategies to Process, Manage, and Remember Information | 59 | ||
| Critical Thinking and Memorization | 59 | ||
| Strategies to Boost Your Memory | 59 | ||
| Making the most of clinical learning | 60 | ||
| Competency-Based Education | 61 | ||
| Clinical Learning Strategies | 61 | ||
| Teaching others: promoting independence | 62 | ||
| Patient Teaching Strategies | 63 | ||
| Improving grades and passing tests the first time | 65 | ||
| Physiological Basis of Test Anxiety | 65 | ||
| Test-Taking Strategies | 65 | ||
| Preparing for Tests | 66 | ||
| Taking Tests | 66 | ||
| After Taking Tests | 68 | ||
| NCLEX® facts and strategies | 68 | ||
| Fast Facts on NCLEX® Test Plan | 69 | ||
| Taking the NCLEX® | 70 | ||
| Critical thinking exercises | 71 | ||
| Think, pair, share | 71 | ||
| Critical moments | 72 | ||
| Motivating Learners | 72 | ||
| Be Sure to Teach ``Why´´ | 72 | ||
| Teaching Others Helps You Learn | 72 | ||
| Other perspectives | 72 | ||
| Most Dangerous Mistakes | 72 | ||
| Teach-Back Strategies Avoid Errors | 73 | ||
| The Best Way to Learn Complex Skills | 73 | ||
| Go Outside Your Learning Box | 73 | ||
| Learning Proverb | 73 | ||
| New Twist on an Old Proverb | 73 | ||
| References | 74 | ||
| Chapter 4: Clinical Reasoning and Clinical Judgment | 75 | ||
| Nurses: the glue and conscience of health care | 76 | ||
| Goals and outcomes of nursing | 76 | ||
| Goals of Nursing | 76 | ||
| Outcomes of Nursing | 77 | ||
| What Are the Implications? | 77 | ||
| Critical thinking, clinical reasoning, and clinical judgment | 77 | ||
| Critical Thinking and Evidence-Based Strategies | 78 | ||
| Mapping Critical Thinking | 78 | ||
| Improving Practice and Performance | 78 | ||
| Critical thinking indicators and the 4-circle model | 79 | ||
| Novice versus expert thinking | 81 | ||
| Paying attention to context | 82 | ||
| Trends affecting thinking | 83 | ||
| Increased Nursing Responsibilities | 83 | ||
| Institute of Medicine Competencies | 83 | ||
| Quality and Safety Education for Nurses | 83 | ||
| National Practice Safety Goals Implemented | 84 | ||
| Patients Rights and Privacy Laws | 84 | ||
| Patient-Centered and Family-Centered Care | 84 | ||
| Population-Based Care: Meeting Diverse Needs | 84 | ||
| Empowering Patients: Nurses as Stewards for Safe Passage | 84 | ||
| Health Information Technology and Electronic Health Records | 85 | ||
| Standard Tools Prevent Miscommunication | 86 | ||
| Time-Outs Promote Group Thinking | 87 | ||
| Health Care Reform | 87 | ||
| Predict, prevent, manage, promote | 88 | ||
| Four Key Strategies | 88 | ||
| Point of Care Testing Fine-Tunes Care | 89 | ||
| Rapid Response Teams and Code H (Help) | 89 | ||
| Disease and Disability Management | 90 | ||
| Outcome-focused, evidence-based care | 90 | ||
| Clinical, Functional, and Other Outcomes | 91 | ||
| Dynamic Relationship of Problems and Outcomes | 91 | ||
| Critical thinking exercises 4.1 | 92 | ||
| Think, pair, share | 92 | ||
| Critical moments | 93 | ||
| Zero Tolerance for Bullying and Disrespect | 93 | ||
| Other perspectives | 93 | ||
| Your Most Important Tool | 93 | ||
| Nursing process: the heart of clinical reasoning | 93 | ||
| Proactive, Dynamic, and Outcome-Focused | 95 | ||
| Collecting Versus Analyzing Data | 96 | ||
| Interplay of Intuition and Logic | 96 | ||
| Thinking Things Through | 97 | ||
| What About Creativity and Innovation? | 97 | ||
| Is the Care Plan Dead? | 98 | ||
| Why Learn Care Planning When We Use Computers? | 98 | ||
| Expanded roles: greater accountability | 99 | ||
| Unique nursing role | 100 | ||
| Nursing surveillance: monitoring closely | 102 | ||
| Activating the Chain of Command | 103 | ||
| Monitoring for Dangerous Situations | 103 | ||
| Strategies to Identify, Interrupt, and Correct Errors | 104 | ||
| Failure to Rescue | 105 | ||
| Developing clinical judgment | 105 | ||
| Legal Implications of Diagnosis | 105 | ||
| Practice Scope and Clinical Decision-Making | 106 | ||
| Decision-Making and Standards and Guideline | 106 | ||
| Delegating Safely and Effectively | 108 | ||
| Ten strategies for developing clinical judgment | 109 | ||
| Charting that shows critical thinking | 113 | ||
| Critical thinking exercises 4.2 | 113 | ||
| Think, pair, share | 114 | ||
| Critical moments | 115 | ||
| Reflection Improves Clinical Reasoning | 115 | ||
| Computers Believe What You Tell Them | 115 | ||
| Standard Tools Improve Human Performance | 115 | ||
| Elderly and Chronically Ill: Dont Assume | 115 | ||
| No Pain, No Gain\" Can Damage | 116 | ||
| Critical Pathways: Not Like Oz | 116 | ||
| Other perspectives | 116 | ||
| What Good Nursing Looks Like | 116 | ||
| Critical Thinking: A Sixth Sense? | 116 | ||
| How to Keep Patients Safe | 116 | ||
| Delegating: Let Go of Guilt and Micromanagement | 117 | ||
| Dealing with Families and Privacy Laws | 117 | ||
| Decision-Making: A Learned Skill | 117 | ||
| Overheard in the Emergency Department | 117 | ||
| Key points/summary | 117 | ||
| References | 119 | ||
| Chapter 5: Ethical Reasoning, Evidence-Based Practice, and Quality Improvement | 121 | ||
| A new era | 121 | ||
| Moral and ethical reasoning | 122 | ||
| Moral Versus Ethical Reasoning | 122 | ||
| Clarifying Values | 122 | ||
| How Do You Decide? | 123 | ||
| Five Ethical Principles | 123 | ||
| Ethics Approaches | 124 | ||
| Standards, Ethics Codes, and Patients Rights | 124 | ||
| Applying Nursing Process | 125 | ||
| Assess | 126 | ||
| Diagnose | 126 | ||
| Plan | 126 | ||
| Implement | 126 | ||
| Evaluate | 126 | ||
| Legal Versus Ethical Implications | 127 | ||
| Critical thinking exercises 5.1 | 127 | ||
| Think, pair, share | 128 | ||
| Other perspectives | 129 | ||
| Two Wolves in Each of Us | 129 | ||
| Unheard Screams | 129 | ||
| In Crises, Silence Is Golden! | 129 | ||
| Evidence-Based practice and quality improvement | 129 | ||
| Transforming Knowledge to Evidence-Based Practice | 131 | ||
| Clinical Summaries and Practice Alerts | 131 | ||
| Stevens Star Model® of Knowledge Transformation | 131 | ||
| Research and quality improvement: all nurses play a part | 131 | ||
| Staff Nurses Roles | 133 | ||
| Frequently Asked Questions on Staff Nurses Role | 134 | ||
| Scanning Before Reading Research Articles | 135 | ||
| Questioning Practices: Promoting Inquiry and Creativity | 136 | ||
| Quality improvement | 136 | ||
| Three Approaches to Quality Improvement Studies | 137 | ||
| Studying Nursing-Sensitive Indicators | 137 | ||
| Improving Patient Care and Nurses Work Lives | 138 | ||
| You Can Make a Difference | 138 | ||
| Critical thinking exercises 5.2 | 139 | ||
| Think, pair, share | 139 | ||
| Critical moments | 140 | ||
| Supporting a Spirit of Inquiry | 140 | ||
| Other perspectives | 141 | ||
| Promoting Culture of Inquiry | 141 | ||
| Key points/summary | 141 | ||
| References | 142 | ||
| Chapter 6: Practicing Clinical Reasoning Skills: Applying the Nursing Process | 143 | ||
| Clinical reasoning skills: dynamic and interrelated | 144 | ||
| Why practice these skills separately? | 144 | ||
| How to get the most out of this chapter | 144 | ||
| Required vocabulary | 144 | ||
| Skill 6.1. Identifying Assumptions | 145 | ||
| Definition | 145 | ||
| Why This Skill Is Needed for Clinical Reasoning | 146 | ||
| Guidelines: How to Identify Assumptions | 146 | ||
| Other perspectives | 146 | ||
| Avoid Assumptions Based on Culture | 146 | ||
| Clinical reasoning exercises: identifying assumptions | 146 | ||
| Skill 6.2. Assessing Systematically and Comprehensively | 148 | ||
| Definition | 148 | ||
| Why This Skill Is Needed for Clinical Reasoning | 148 | ||
| Guidelines: How to Assess Systematically and Comprehensively | 148 | ||
| Clinical reasoning exercises: assessing systematically and comprehensively | 151 | ||
| Skill 6.3. Checking Accuracy and Reliability (Validating Data) | 152 | ||
| Definition | 152 | ||
| Why This Skill Is Needed for Clinical Reasoning | 152 | ||
| Guidelines: How to Check Accuracy and Reliability | 152 | ||
| Clinical reasoning exercises: checking accuracy and reliability (validating data) | 153 | ||
| Skill 6.4. Distinguishing Normal From Abnormal/Identifying Signs and Symptoms | 153 | ||
| Definition | 153 | ||
| Why This Skill Is Needed for Clinical Reasoning | 153 | ||
| Guidelines: How to Distinguish Normal from Abnormal/Identify Signs and Symptoms | 154 | ||
| Clinical reasoning exercises: distinguishing normal from abnormal/identifying signs and symptoms | 154 | ||
| Skill 6.5. Making Inferences (Drawing Valid Conclusions) | 154 | ||
| Definition | 154 | ||
| Why This Skill Is Needed for Clinical Reasoning | 155 | ||
| Guidelines: How to Make Inferences (Draw Valid Conclusions) | 155 | ||
| Clinical reasoning exercises: making inferences (drawing valid conclusions) | 156 | ||
| Skill 6.6. Clustering Related Cues (Data) | 156 | ||
| Definition | 156 | ||
| Why This Skill Is Needed for Clinical Reasoning | 156 | ||
| Guidelines: How to Cluster Related Cues (Data) | 156 | ||
| Clinical reasoning exercises: clustering related cues (data) | 156 | ||
| Skill 6.7. Distinguishing Relevant From Irrelevant | 157 | ||
| Definition | 157 | ||
| Why This Skill Is Needed for Clinical Reasoning | 157 | ||
| Guidelines: How to Distinguish Relevant from Irrelevant | 157 | ||
| Clinical reasoning exercises: distinguishing relevant from irrelevant | 158 | ||
| Skill 6.8. Recognizing Inconsistencies | 159 | ||
| Definition | 159 | ||
| Why This Skill Is Needed for Clinical Reasoning | 159 | ||
| Guidelines: How to Recognize Inconsistencies | 159 | ||
| Clinical reasoning exercises: recognizing inconsistencies | 159 | ||
| Skill 6.9. Identifying Patterns | 160 | ||
| Definition | 160 | ||
| Why This Skill Is Needed for Clinical Reasoning | 160 | ||
| Guidelines: How to Identify Patterns | 161 | ||
| Clinical reasoning exercises: identifying patterns | 161 | ||
| Skill 6.10. Identifying Missing Information | 161 | ||
| Definition | 161 | ||
| Why This Skill Is Needed for Clinical Reasoning | 161 | ||
| Guidelines: How to Identify Missing Information | 161 | ||
| Clinical reasoning exercises: identifying missing information | 162 | ||
| Skill 6.11. Promoting Health by Identifying and Managing Risk Factors | 162 | ||
| Definition | 162 | ||
| Why This Skill Is Needed for Clinical Reasoning | 162 | ||
| Guidelines: How to Identify and Manage Risk Factors | 162 | ||
| Clinical reasoning exercises: promoting health by identifying and managing risk factors | 163 | ||
| Skill 6.12. Diagnosing Actual and Potential Problems | 163 | ||
| Definition | 163 | ||
| Why This Skill Is Needed for Clinical Reasoning | 164 | ||
| Guidelines: How to Diagnose Actual and Potential Problems | 165 | ||
| Identifying Actual Problems | 165 | ||
| Predicting Potential Problems and Complications | 168 | ||
| Critical Moments | 168 | ||
| Tolerating Ambiguity: A Good Thing-Or Not | 168 | ||
| Clinical reasoning exercises: diagnosing actual and potential problems | 168 | ||
| Skill 6.13. Setting Priorities | 169 | ||
| Definition | 169 | ||
| Why This Skill Is Needed for Clinical Reasoning | 169 | ||
| Guidelines: How to Set Priorities | 169 | ||
| Clinical reasoning exercises: setting priorities | 170 | ||
| Skill 6.14. Determining Patient-Centered (Client-Centered) Outcomes• | 172 | ||
| Definition | 172 | ||
| Why This Skill Is Needed for Clinical Reasoning | 172 | ||
| Guidelines: How to Determine Patient-Centered (Client-Centered) Outcomes | 172 | ||
| Clinical reasoning exercises: determining patient-centered (client-centered) outcomes | 174 | ||
| Skill 6.15. Determining Individualized Interventions | 174 | ||
| Definition | 174 | ||
| Why This Skill Is Needed for Clinical Reasoning | 175 | ||
| Guidelines: How to Determine Individualized Interventions | 175 | ||
| Clinical reasoning exercises: determining individualized interventions | 177 | ||
| Skill 6.16. Evaluating and Correcting Thinking (Self-Regulating) | 178 | ||
| Definition | 178 | ||
| Why This Skill Is Needed for Clinical Reasoning | 178 | ||
| Guidelines: How to Evaluate and Correct Thinking (Self-Regulate) | 178 | ||
| Skill 6.17. Determining a Comprehensive Plan/Evaluating and Updating the Plan | 179 | ||
| Definition | 179 | ||
| Why This Skill Is Needed for Clinical Reasoning | 179 | ||
| Guidelines: How to Develop a Comprehensive Plan/Update the Plan | 180 | ||
| Clinical reasoning exercises: determining a comprehensive plan/evaluating and updating the plan | 181 | ||
| References | 181 | ||
| Chapter 7: Interpersonal, Teamwork, and Self-Management Skills | 182 | ||
| How to use this chapter | 183 | ||
| How the skills are organized | 183 | ||
| Skill 7.1. Communicating Bad News | 183 | ||
| Definition | 183 | ||
| Learning Outcomes | 183 | ||
| Thinking Critically About Giving Bad News | 183 | ||
| How to Give Bad News | 184 | ||
| Critical thinking exercises | 186 | ||
| Think, Pair, Share | 186 | ||
| Recommended | 186 | ||
| Skill 7.2.. Dealing with Complaints Constructively | 186 | ||
| Definition | 186 | ||
| Learning Outcomes | 187 | ||
| Thinking Critically About Complaints | 187 | ||
| How to Deal with Complaints Constructively | 187 | ||
| OTHER PERSPECTIVES | 188 | ||
| How to Give Five-Star Service | 188 | ||
| Critical thinking exercises | 189 | ||
| Think, Pair, Share | 189 | ||
| Recommended | 189 | ||
| Skill 7.3.. Developing Empowered Partnerships | 189 | ||
| Definition | 189 | ||
| Learning Outcomes | 189 | ||
| Thinking Critically About Building Empowered Partnerships | 189 | ||
| How to Develop Empowered Partnerships | 190 | ||
| Critical Moments | 191 | ||
| Rewarding Partnership: Teacher-Learner | 191 | ||
| Other Perspectives | 191 | ||
| Patients Must Be Partners | 191 | ||
| Critical thinking exercises | 191 | ||
| Think, Pair, Share | 191 | ||
| Recommended | 192 | ||
| Skill 7.4.. Giving and Taking Constructive Criticism | 192 | ||
| Definition | 192 | ||
| Learning Outcomes | 192 | ||
| Thinking Critically About Giving and Taking Constructive Criticism | 192 | ||
| How to Give and Take Constructive Criticism | 193 | ||
| Giving Constructive Criticism | 193 | ||
| Taking Constructive Criticism | 193 | ||
| Other Perspectives | 194 | ||
| Compliments Feed the Soul | 194 | ||
| Make the Best of Piercing Criticisms | 194 | ||
| Critical thinking exercises | 194 | ||
| Think, Pair, Share | 194 | ||
| Recommended | 195 | ||
| Skill 7.5.. Managing Conflict Constructively | 195 | ||
| Definition | 195 | ||
| Learning Outcomes | 195 | ||
| Thinking Critically About Conflict | 195 | ||
| How to Manage Conflict Constructively | 196 | ||
| Other Perspectives | 198 | ||
| It Takes Courage to Confront | 198 | ||
| Critical thinking exercises | 198 | ||
| Think, Pair, Share | 198 | ||
| Recommended | 199 | ||
| Skill 7.6.. Managing Your Time | 199 | ||
| Definition | 199 | ||
| Learning Outcomes | 199 | ||
| Thinking Critically About Managing Your Time | 199 | ||
| How to Manage Your Time | 200 | ||
| Determining What Must Be Done | 200 | ||
| Ranking Priorities | 200 | ||
| Organizing Your Schedule and Work | 201 | ||
| Streamlining Work in the Clinical Setting | 201 | ||
| Critical Moments | 202 | ||
| Take Care of Yourself: Time Management Priority | 202 | ||
| Other Perspectives | 202 | ||
| Learn to Say No! | 202 | ||
| Critical thinking exercises | 202 | ||
| Think, Pair, Share | 202 | ||
| Recommended | 203 | ||
| Skill 7.7.. Navigating and Facilitating Change | 203 | ||
| Definition | 203 | ||
| Learning Outcomes | 203 | ||
| Thinking Critically About Change | 203 | ||
| How to Navigate and Facilitate Change | 203 | ||
| Strategies to Navigate Change | 204 | ||
| Strategies to Facilitate Change in Others | 204 | ||
| Critical Moments | 205 | ||
| Transform Rather Than Conform | 205 | ||
| Other Perspectives | 205 | ||
| Critical thinking exercises | 205 | ||
| Think, Pair, Share | 205 | ||
| Recommended | 205 | ||
| Skill 7.8.. Preventing and Dealing With Mistakes Constructively | 206 | ||
| Definition | 206 | ||
| Learning Outcomes | 206 | ||
| Thinking Critically About Preventing and Dealing with Mistakes | 206 | ||
| Key Terms Related to Examining Mistakes | 208 | ||
| How to Prevent and Deal with Mistakes Constructively | 208 | ||
| What to Do When Mistakes Happen | 210 | ||
| Critical Moments | 211 | ||
| Empowering Patients Is Key to Safety | 211 | ||
| Applying Nursing Process Prevents Mistakes | 211 | ||
| Distractions Cause Mistakes | 211 | ||
| Other Perspectives | 212 | ||
| We All Make Mistakes | 212 | ||
| Errors: Usually System Failures, Not Individual ``Fault´´ | 212 | ||
| Hand-Offs Are Risky Points in Care | 212 | ||
| Critical thinking exercises | 212 | ||
| Think, Pair, Share | 212 | ||
| Recommended | 213 | ||
| Skill 7.9.. Transforming a Group Into a Team | 213 | ||
| Definition | 213 | ||
| Learning Outcomes | 213 | ||
| Thinking Critically About Teamwork | 214 | ||
| How to Transform a Group into a Team | 214 | ||
| Other Perspectives | 215 | ||
| Teamwork Requires Empowerment | 215 | ||
| Relationships Affect Results | 215 | ||
| Fostering Cross-Cultural Understanding | 216 | ||
| Critical thinking exercises | 216 | ||
| Think, Pair, Share | 216 | ||
| Recommended | 217 | ||
| References | 217 | ||
| Appendix A: Response Key for Exercises in Chapters 1 to 6 | 218 | ||
| Chapter 1 | 218 | ||
| Exercises1.1 | 218 | ||
| Chapter 2 | 218 | ||
| Exercises2.1 | 218 | ||
| Exercises2.2 | 219 | ||
| Chapter 3 | 219 | ||
| Exercises3.1 | 219 | ||
| Chapter 4 | 219 | ||
| Exercises4.1 | 219 | ||
| Exercises4.2 | 220 | ||
| Chapter 5 | 221 | ||
| Exercises5.1 | 221 | ||
| Exercises5.2 | 221 | ||
| Chapter 6 | 221 | ||
| Skill 6.1: Identifying Assumptions | 221 | ||
| Skill 6.2: Assessing Systematically and Comprehensively | 222 | ||
| Skill 6.3. Checking Accuracy and Reliability (Validation) | 223 | ||
| Skill 6.4. Distinguishing Normal from Abnormal; Identifying Signs and Symptoms | 224 | ||
| Skill 6.5. Making Inferences (Drawing Valid Conclusions) | 224 | ||
| Skill 6.6. Clustering Related Cues (Data) | 224 | ||
| Skill 6.7. Distinguishing Relevant from Irrelevant | 225 | ||
| Skill 6.8. Recognizing Inconsistencies | 225 | ||
| Skill 6.9. Identifying Patterns | 225 | ||
| Skill 6.10. Identifying Missing Information | 225 | ||
| Skill 6.11. Promoting Health by Identifying and Managing Risk Factors | 226 | ||
| Skill 6.12. Diagnosing Actual and Potential Problems | 226 | ||
| Skill 6.13. Setting Priorities | 226 | ||
| Skill 6.14. Determining Patient-Centered (Client-Centered) Outcomes | 226 | ||
| Skill 6.15. Determining Individualized Interventions | 227 | ||
| Skill 6.17 Determining a Comprehensive Plan/Evaluating and Updating the Plan | 227 | ||
| Appendix B: Concept Mapping: Getting in the \"Right\" State of Mind | 229 | ||
| What is concept mapping? | 229 | ||
| When do you use mapping? | 230 | ||
| What are the benefits? | 230 | ||
| General Benefits | 230 | ||
| Group Benefits | 230 | ||
| How does it promote critical thinking? | 231 | ||
| Steps for mapping to promote critical thinking | 231 | ||
| Appendix C: Results of Two Studies Describing Critical Thinking Skills | 232 | ||
| References | 232 | ||
| Appendix D: Key Brain Parts Involved in Thinking | 233 | ||
| References | 234 | ||
| Appendix E: Example Patients Rights and Responsibilities | 235 | ||
| Appendix F: NCLEX® Practice Questions | 237 | ||
| Answers to NCLEX® practice questions | 240 | ||
| Glossary | 244 | ||
| Index | 247 |