Critical Thinking Tactics for Nurses

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  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2009-07-02
  • Publisher: Jones & Bartlett Learning
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Critical Thinking TACTICS for Nurses: Achieving the IOM Competencies is a reader-friendly guide to performing, learning and evaluating critical thinking in all aspects of nursing care. Award winning authors M. Gaie Rubenfeld and Barbara K. Scheffer draw on their research and expertise in teaching and practice to blend critical thinking components with the Institute of Medicine's (IOM) five core competencies: patient-centered care, interdisciplinary team work, evidence-based practice, informatics, and quality improvement. Issues addressed include critical thinking language and awareness enhancement, the impact of critical thinking on quality care, mentoring the critical thinking of staff and students and designing performance criteria for critical thinking. New to this edition: Significant updates and additional current references to all 5 IOM chapters. New Chapter 10 - Assessing Critical Thinking. New Chapter 11 - Thinking Realities of Yesterday, Today, and Tomorrow. New "stories" from practicing nurses and others.

Table of Contents

Foreword to First Editionp. vii
Foreword to Second Editionp. ix
Prefacep. xii
Acknowledgmentsp. xvi
Contributorsp. xviii
Why Critical Thinking?p. 1
Why Questions and Thinkingp. 2
Exploring Your Use of Whyp. 3
Why the Interest in CT in Health Care and Healthcare Education over the Last Two Decades?p. 4
Exploring Joyce's Thinkingp. 7
The Context of Thinkingp. 7
The Big Picture of Why Thinking Is Importantp. 8
Major Stakeholders and Critical Thinkingp. 9
Exploring Safe, Effective, and Efficient Care for Mr. Stonep. 9
Enhancing Decision-Making Skills and Job Satisfaction Through Professional Integrityp. 11
What Else Is Needed to Emphasize Why CT Is Important?p. 18
Verbalizing CT So Others Will See the Valuep. 20
Pause and Ponder: Why Do You Think CT Is Importantp. 21
Reflection Cuesp. 21
Referencesp. 22
What Is Critical Thinking?p. 25
The Critical Thinking "Bridge"p. 26
Pebbles on the Metaphorical Bridgep. 27
CT Self-Checklistp. 37
What Do Great Thinkers Look Like?p. 42
Talking and Thinking-A Patient Scenariop. 43
Pause and Ponder: Conclusions About What CT Isp. 44
Reflection Cuesp. 45
Referencesp. 45
Who Are the Critical Thinkers?p. 47
Cliniciansp. 48
Educatorsp. 48
Other Thinkers Who Interact with Clinicians and Educatorsp. 49
Selected Factors That Affect Critical Thinkersp. 49
Cultural Influences on Thinkersp. 58
Environmental Factors Influencing Thinkersp. 61
Pause and Ponder: Defining Ourselves as Critical Thinkersp. 62
Reflection Cuesp. 63
Referencesp. 64
Institute of Medicine Competencies as a Context for Thinking: The How, When, and Where of Critical Thinkingp. 67
Current Challenges and Solutions for Healthcare Deliveryp. 67
Critical Thinking and Competenciesp. 72
A Picture of Changes in Healthcare Delivery and Educationp. 72
Promoting CT or Knowledge-Seeking Behaviorp. 78
Techniques to Promote Thinking and Knowledge Processingp. 82
Reflection in Actionp. 86
Pause and Ponder: Think Ahead to Changep. 87
Reflection Cuesp. 87
Referencesp. 88
Critical Thinking, Quality Improvement, and Safetyp. 91
Defining Quality and Safety in Health Care and Stakeholder Involvementp. 92
Deficiency-Free Excellence: What Is the Scope of the Quality-Safety Problem?p. 94
The Relationships Among Quality, Safety, and Critical Thinking Within a Systems Framework of Structure, Process, and Outcomesp. 99
Five IOM Criteria Guiding Education and Practice Toward Quality Improvement and Safe Patient Carep. 106
Thinking for Criterion #1p. 107
Thinking and Effectivenessp. 110
Thinking and Efficiency for Mr. Cashinp. 112
CT for Assessing Safetyp. 113
Thinking Through an Adverse Eventp. 119
Quality Care Through CTp. 123
Nurses Are "Safety Champions" for Enhancing Quality and Safety Through Thinkingp. 127
Pause and Ponder: Safety Champions of Quality Improvementp. 127
Reflection Cuesp. 128
Referencesp. 128
Critical Thinking and Patient-Centered Carep. 133
Changing Patient-Provider Relationshipsp. 134
Patient-Centered Care and CTp. 136
Assessing Patient Readiness, Willingness, and Ability to Participate in CT and Patient-Centered Carep. 137
Reflect on Your Patients' Habits of the Mindp. 139
Facilitating Patients' Critical Thinking Skillsp. 139
How to Merge Our Thinking with Patient Thinkingp. 144
Reflect on Your Validation Remarksp. 146
Are There Negatives to Patient-Centered Care?p. 148
A Patient-Centered Care Storyp. 150
Pause and Ponder: Where Is the Balance?p. 152
Reflection Cuesp. 152
Referencesp. 153
Critical Thinking and Interdisciplinary Teamsp. 157
What Is Interdisciplinary Team Work?p. 158
Practice-Setting Team Meeting and Thinkingp. 162
Educator Team Meeting and Thinkingp. 164
What Is Interdisciplinary Team Thinking?p. 166
Team Thinking Assessmentp. 169
Finding The IDT Thinkingp. 171
Matching Some CT Dimensions with IDT Thinkingp. 175
What Interferes with IDT Thinking?p. 177
What Cultivates IDT Thinking?p. 180
Pause and Ponder: Future Implications of IDT Thinkingp. 185
Reflection Cuesp. 185
Referencesp. 186
Critical Thinking and Evidence-Based Practicep. 191
Historical Overview of EBPp. 194
Why Is EBP So Important?p. 195
Clinicians, On What Evidence Do You Base Your Practice?p. 197
Educators, On What Evidence Do You Based the Information You Teach?p. 198
Links Between Critical Thinking and EBPp. 199
How Have You Reacted to Past Practice Changes?p. 209
Big, Small, Individual, and Group Moves Toward EBPp. 211
Clinical Practice "Question of the Month"p. 212
One Nurse's Story of Successful EBPp. 214
Find the Thinking and EBP Components in Judy's Storyp. 214
Pause and Ponder: Where Should Our EBP Thinking Go?p. 216
Reflection Cuesp. 216
Referencesp. 217
Critical Thinking and Informaticsp. 221
The Context of Old Nurses and Young Informaticsp. 222
Healthcare Information Evolutionp. 224
The Changing Nature of Informaticsp. 226
Critical Thinking and Health Informaticsp. 228
Use Your Creativity and Logical Reasoningp. 229
Think How Informations Could East Your Lifep. 232
Take Your Librarian to Lunchp. 237
Using Informatics to Improve Teaching Creativityp. 246
Challenges of Informaticsp. 248
Finding Kate's Critical Thinkingp. 250
Pause and Ponder: Health Informatics and the Futurep. 252
Reflection Cuesp. 252
Referencesp. 253
Assessing Critical Thinkingp. 259
Terminology of Measuring/Assessing Critical Thinkingp. 259
Rationale for Discussing Assessing Lastp. 260
The Challenges of Assessing CTp. 261
Linking Teaching, Learning, and Assessing of CTp. 266
An Evidence-Based Quantitative Method To Assess CT in Nursing Without Losing CT's Complexityp. 270
Examples of Practical Teaching/Learning/Assessing "Tools" of CT from List A in Box 10-2p. 271
Examples of Practical Teaching/Learning/Assessing "Tools" of CT from List B in Box 10-2p. 280
Pause and Ponder: Assessment Is Not an End Unto Itselfp. 284
Reflection Cuesp. 285
Referencesp. 285
Thinking Realities of Yesterday, Today, and Tomorrowp. 289
Why Is Change So Necessary?p. 290
What Kinds of Change Are We Talking About?p. 291
Implications of Living with Constant, Complex Changep. 293
Thinking for Effective Changep. 294
Emergent, Necessary Patterns of Change in Thinking and Learningp. 295
How One Nurse's Thinking Helped Her Meet the 5 IOM Competenciesp. 305
Pause and Ponder: The Hard Work of Thinkingp. 307
Reflection Cuesp. 308
Referencesp. 308
Critical Thinking Inventoryp. 311
Indexp. 315
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