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21 Cards in this Set
- Front
- Back
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Nursing Process (5 steps) |
1- Assessment 2- Analysis/Diagnosis 3- Planning 4- Implementation 5- Evaluation |
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Chaffee Definition of CT |
- "The process of thinking critically involves thinking for ourselves by carefully examining the way that we make sense of the world." - Humans have the ability to reflect back on what we are thinking, doing or feeling and this reflection makes us more effective thinkers. |
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Alfaro-Lafevre Def of CT |
- Purposeful, goal-directed thinking - Aims to make clinical judgements based on evidence and not conjecture - Based on principles of science and sci method - Requires strategies that maximize human potential and compensate for problems caused by human nature ALSO that reasoning is CT |
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Delphi Research Project Def of CT |
- Habitually inquisitive, well informed, trustful of reason, open-minded in evaluation, honest in facing personal biases, prudent in judgement, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant info, reasonable of criteria, inquisitive, persistent in seeking results as precise as permits |
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Brookfield Def of CT (4 components) |
-Identifying and challenging assumptions -Aware of the importence of context in creating meaning -Imagining and exploring alternatives -Cultivating a reflective skepticism |
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Pless Def of CT |
Interpretation Analysis Evaluation Inference Explanation Self-regulation |
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Specific study techniques related to cognitive levels of nursing questions |
Knowledge Comprehension Application Analysis |
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What is a "deep thinker" |
Develops a thorough understanding of the material |
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Left-hemisphere information processing functions |
-Rational problem solving and logical sequencing -Break down situations into components -Universal rules that can be applied in all situations |
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Right-hemisphere information processing functions |
-Main ideas to establish relations that can be abstracted as the foundation or intuitive problem solving -Learns from context/experience to apply and analyze principles |
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Clinical judgements |
Conclusions or enlightened opinions arrived at after using reasoning or critical thinking |
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Perceptual Judgements |
Regarding the data you need to collect and validation of the importance of the data you collect within the context of the situation |
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Inferential Judgements |
Make when you determine which data are significant, eliminate data that are insignificant and identify the relationship that exists among the data collected |
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Diagnostic Judgements |
Make when you link clusters of data with patterns affiliated with a specific nursing diagnosis |
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Basic-level critical thinker |
-Build a novice's database/experiential knowled. -Response based on recall and rote memory -Rules/procedures & concrete action -Distinct & Independent parts IE: using a procedure book to administer a bandage covering |
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Complex-level thinker |
-Explore options based on principles/patterns/understanding of commonality and difference -Response based identify cue data/analyze clustered data/sort and choose most appropriate action/evaluate patient response IE: applying bandage notice that other things such as irrigation of wound should be done |
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Expert Critical thinker |
-Reasoning based on models, patterns and standards associated w/ "uniqueness" of each situation |
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Improve Critical Thinking |
1-Think Aloud 2-Review Patient Scenarios 3-Written Assignments 4-Computer Assisted Learning 5-Videotaping 6-Clinical Process Records 7-Examinations |
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Identify the Key Concept Being Tested |
Reframe, critique and evaluate stem of ? Construct right answer before looking at options Manipulate information OR |
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Avoid Reading Into the Question |
"Did I add information to the stem?" "Did I have difficulty choosing because I would have done something entirely different?" "Did I delete an option because my experience was different from the patient situation presented?" "Did I view the patient scenario in more depth than was necessary?" DO NOT REWRITE THE ? |
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How many people in a small study group is effective? |
3-5 |
