Critical Thinking Ch 14

Front 1

DIAGNOSTIC REASONING

Back 1

Process of gathering and clustering data
to draw inferences and propose diagnoses.

Front 2

CONFIDENCE

(critical thinking attitude)

Back 2

Feeling certain in one's ability to accomplish a goal.

Front 3

THINKING INDEPENDENTLY

(critical thinking attitude)

Back 3

Considering a wide range of ideas before making own conclusion.

Front 4

FAIRNESS

(critical thinking attitude)

Back 4

Avoiding bias or prejudice and dealing with situations in a just manner.

Front 5

RESPONSIBILITY and ACCOUNTABILITY

(critical thinking attitude)

Back 5

Acting on sound knowledge and acknowledging actions as one's own.

Front 6

RISK TAKING

(critical thinking attitude)

Back 6

Being willing to try out new ideas.

Front 7

DISCIPLINE

(critical thinking attitude)

Back 7

Following orderly thinking to do what is best.

Front 8

PERSERVERANCE

(critical thinking attitude)

Back 8

Staying determined to keep trying until the goal is achieved.

Front 9

CREATIVITY

(critical thinking attitude)

Back 9

Formulating new ideas and alternative approaches.

Front 10

CURIOSITY

(critical thinking attitude)

Back 10

Being motivated to achieve and asking "why".

Front 11

INTEGRITY

(critical thinking attitude)

Back 11

Being honest and willing to adhere to principles in the face of adversity.

Front 12

HUMILITY

(critical thinking attitude)

Back 12

Admiting one's own limitations.

Front 13

7 Steps of DIAGNOSTIC REASONING

Back 13

1. Identify abnormal data and strengths
2. Cluster data
3. Draw inferences
4. Propose possible nursing diagnosis
5. Check for presence of defining characteristics
6. Confirm or rule out
7. Document conclusions

Front 14

How to Develop
NURSING JUDGMENT

Back 14

OUTCOMES - for clients so they can provide care - must be realistic & measurable.

INTERVENTIONS - focus on what the client will do.

EVALUATION - compare client assessment after the interventions to the client outcomes written earlier.

Front 15

REFLECTION

Back 15

Intellectual & affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations.

Front 16

REFLECTIVITY

(Mezirow's Level of Reflectivity)

Back 16

Becomes aware of a specific perception, meaning, or behavior, and habits of perceiving, thinking, or acting.

Front 17

AFFECTIVE REFLECTIVITY

(Mezirow's Level of Reflectivity)

Back 17

Becomes aware of how we feel about the specific perceptions, meanings, or behavior, and habits of perceiving, thinking, or acting.

Front 18

DISCRIMINANT REFLECTIVITY

(Mezirow's Level of Reflectivity)

Back 18

Assesses the efficacy of our perceptions, thoughts, actions and habits of doing things.

Front 19

JUDGMENTAL REFLECTIVITY

(Mezirow's Level of Reflectivity)

Back 19

Makes and becomes aware of our value judgments about our preceptions, thoughts, actions, or habits.

CRITICAL CONSCIOUSNESS:
Become aware of our awareness and critiquing it
Applying insights to one's own life

Front 20

CONCEPTUAL REFLECTIVITY

(Mezirow's Level of Reflectivity)

Back 20

Become aware of concepts used to understand or judge.

Front 21

PSYCHIC REFLECTIVITY

(Mezirow's Level of Reflectivity)

Back 21

Recognizes that interest and anticipations inflence the way we perceive, think, or act.
Becomes aware of the tendency to make precipitant judgments based upon limited information.

Front 22

THEORECTICAL REFLECTIVITY

(Mezirow's Level of Reflectivity)

Back 22

Recognizes that interests and anticipations influence the way we perceive, think or act.
Becomes aware of the tendency to make precipitant judgments based upon limited information.

Front 23

REFLECTIVE JOURNALING

Back 23

A tool used to clarify concepts through reflection by thinking back or recalling situations.

Front 24

NOVICE

Back 24

Learners use rules to guide practice.

Front 25

ADVANCED BEGINNER

Back 25

2nd Stage, after more experience in clinical situations, students learn to consider more facts and complex rules.

Front 26

COMPETENCE

Back 26

3rd stage, students devise new rules and reasoning procedures. Gain competence thru' more experiences

Front 27

PROFICIENT

Back 27

4th stage, students realize that events, context, and client situation are as impt as the student's individual resources.

Front 28

EXPERT

Back 28

5th stage, knows the goal to achieve and how to achieve it.

Front 29

CONCEPT MAPPING

Back 29

A visual representation of client problems and interventions that illustrates an interrelationship.