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Study Guides Chap. 10-11-12-13-14-30

Study Guides Chap. 10-11-12-13-14-30

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CHAPTER10/CriticalThinkingandtheNursingProcess
43
2.Definethefollowingproblem-solvingmethods:a.Trialanderrorb.Intuitionc.Nursingprocessd.Scientificmethode.Modifiedscientificmethod3.isapurposefulmentalactivitythatguidesbeliefsandactions.4.Whatismeantbyinductiveanddeductivereasoningincriticalthinking?5.isatechniqueonecanusetolookbeneaththesurface,recognizeandexamineassumptions,searchforinconsistencies,examinemultiplepointsofview,anddifferentiatewhatoneKnowsfromwhatonemerelybelieves.6.Listfiveormorecharacteristicsthatmostcriticalthinkershave.7.,ateverystepofcriticalthinkingandnursingcare,helpsexaminethewaysinwhichthenursegathersandanalyzesdata,makesdecisions,anddeterminestheeffectivenessofinterventions.8.Identifythesequentialstepstothedecision-makingprocess.a.b.c.
d.
e.
f.
g.
h.
9.Whatisthedefinitionofdecisionmaking?Giveoneexampleofthedecision-makingprocessasacriticalthinkingprocessforchoosingthebestactionstomeetadesiredgoal.10.Criticalthinkersareunwillingtoadmitwhattheydonotknow;theyarewillingtoseeknewinformationandtorethinktheirconclusionsinlightofnewknowledge.a.Trueb.False
FOCUSEDSTUDYTIPS
1.Whatarethefourstagesofcriticalthinking?2.DescribeMaslow'shierarchyofbasichumanneeds.Whyisthisconceptimportanttonursing?3.Listthecharacteristicsofcriticalthinking.Whataretheskillsneededbyonewhousescriticalthinking?4.Listanddescribethethreemethodsusedwithcriticalthinkingthatisusedtoproblem-solveduringthenursingprocess.5.Whymustthenursingprocessoccurinchronologicalorderofassessment,analyzing,planning,implementing,andevaluating?
 
44
CHAPTER10/CriticalThinkingandtheNursingProcess
CASESTUDY
Thestudentnurseshouldbeginusingcriticalthinkingindailylife.Bydoingthis,thestudentnursewillpracticeusingcriticalthinkingintheclinicalenvir.onmentandineverydaysituations.Inordertoclarifythecritical-thinkingprocessforabeginningnursingstudent,anon-nursingcasestudywillbeusedforthiscasestudy.Aclosefriendstates.thatsheishabituallyoverdrawingherbankcheckingaccount.Shehasaskedyouforadvicewiththisproblem.UsingtheSocraticquestionslistedinBox
10-2
ofthetextbook,analyzethisproblem.a.Questionsaboutthequestionorproblem:b.Questionsaboutassumptions:
c.
Questionsaboutpointofview:d.Questionsaboutevidenceandreasons:e.Questionsaboutimplicationsandconsequences:
REVIEWQUESTIONS
1.
In
criticalthinking,theleasteffectivedecision-makingprocessis:1.analyzingthedata.2.formulatingconclusions.3.establishingassumptions.4.synthesizinginformation.2.Whendiscussingthetrial-and-errormethodofproblemsolving,itisunderstoodthatthismethodlacks:1.emphasis.2.order.3.efficiencyoftime.4.precision.3.Thescientificmethodofproblemsolvingis:1.mosteffectiveincontrolledsituations.2.leasteffectiveincontrolledsituations.3.illogical.4.lackinginprecision.4.Themodifiedscientificmethodisusedinnursingbecauseit(selectallthatapply):1.doesnotinvolvetheinteractionbetweentheclientandnurseastheyworktogether.2.doesinvolvetheinteractionbetweentheclientandnurseastheyworktogether.3.isusedtoidentifypotentialoractualhealthcareneeds,setgoals,deviseaplantomeettheclient'sneeds,andevaluatetheplan'seffectiveness.4.dealswithstressfulenvironments.5.Duringemergencysituations,criticalthinkingenablesnursesto:1.delayresponse.2.underreacttotheproblem.3.meetthephysician'sneeds.4.recognizeimportantcues.
~
 
CHAPTER10/CriticalThinkingandtheNursingProcess
4S
6.Inthepediatricunit,anursetriestohaveayoungchildusetheincentivespirometer.Thechildisrefusingtousetheequipmentandthenurseencouragesthechildtoinhaleslowlyandsteadilytomaintainconstantflowthroughtheunit,thenholdherbreathfor
2-3
seconds,andthenexhaleslowly.Ifthechildcannotgraspthemechanicsbehindusingtheincentivespirometer,thenursecouldgivetheclientballoonsand/orajarofbubblestoblow.Thisisanexampleof:1.modifiedscientificmethod.2.scientificmethod.3.creativity.4.criticalthinking.7.Whileworkinginthecriticalcareunit,anurseiscaringforaclientaftercardiacbypass.Thenursegetsagutfeeling"thatsomethingiswrong"eventhoughtheclienthasnooutwardsignsorsymptoms.Thisisanexampleof:1.intuition.2.trialanderror.3.researchprocess.4.scientificmethod.8.Intheemergencydepartment,thenurseobservesthataclientisactivelybleedingfromanabdominalgunshotwound.Thenurseassumesthattheclientisatanincreasedriskforhypovolemicshock.Thenursebasesherviewpointafterviewingtheoutpouringoffrank,redbleedingandreasoningthatshockmayoccuriffluidsorbloodisnotreplaced.Thisisanexampleof:1.creativity.2.deductivereasoning.3.inductivereasoning.4.criticalanalysis.9.Whileattendinganursingeducator'sconference,anursinginstructorobtainsinformationabouttheuseof,,---.conceptmapsandclinicalpathways.Thenursinginstructorreturnstoworkattheuniversityanddiscussesthenewtechniqueswiththeotherinstructors.Thisisanexampleof:1.creatinganenvironmenttosupportcriticalthinking.2.seekinginformationregardingneweducationalpromotions.3.intellectualhumility.4.judgment.10.Thedefinitionofthenursingprocessis:1.essentialtosafe,competent,skillfulnursingpractice.2.thinkingthatresultsinthedevelopmentofnewideasandproducts.3.acritical-thinkingprocessforchoosingthebestactionstomeetadesiredgoal.4.asystematic,rationalmethodofplanningandprovidingindividualizednursingcare.

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