Critical Thinking in the Pediatric Unit: Skills to Assess, by HCPro, Shelley Cohen RN MSN CEN

By HCPro, Shelley Cohen RN MSN CEN

The pediatric unit is a posh surroundings, requiring nurses to show detailed talents and skills but there's little or no literature to be had for pediatric execs. With serious pondering within the Pediatric Unit: abilities to evaluate, learn, and Act, you'll bring up the normal nursing perform and train scientific care prone the way to functionality at a better point by way of constructing nurses severe considering talents. severe considering within the Pediatric Unit is a brand new, easy-to-read source that explains the foundations of serious considering and the way to motivate nurses to exploit severe considering tools. This crucial ebook covers how one can lead school room periods education new graduate nurses and skilled nurses in constructing serious pondering abilities, together with winning lecture room strategies and studying thoughts. it is also workbooks and handouts to complement lecture room studying. serious considering within the Pediatric Unit presents options for managers and nurse educators to take advantage of in constructing serious pondering abilities in the course of orientation and past and comprises instruments and assets for ongoing improvement.

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Extra info for Critical Thinking in the Pediatric Unit: Skills to Assess, Analyze, and Act (Critical Thinking (HcPro))

Example text

Discuss the following aspects in a critical-thinking class, and include them during orientation and throughout new graduates’ initial development: Review Maslow’s Hierarchy of Needs and ABCD: While familiar content, many new graduates have not specifically identified that “D for disability” includes mental status / level of consciousness (LOC), neurological and motor function, and pain. Pain, while not a good thing, is not always the worst thing. Sometimes in an effort to overcompensate for the past when analgesia received inadequate attention, pain is given almost absolute priority in the nursing curriculum.

Verify that the airway is open. Answer: D Remember to avoid WHO rather than “what” Just because someone is more demanding or “ranked” higher should not distract from a more urgent patient need. Express your limit. “I understand you need me. ” Question: Which of the following should the nurse take care of first? a. The bathroom sink has a leak. b. An irate family member is in the hall, demanding to see the supervisor. c. A patient is lying on the floor, having fallen and hit her head. d. A physician is at the nurse’s station and wants to discuss an order.

Journal of Emergency Nursing 28 (1): 24–33. Zimmerman, P. G. and R. D. Herr. 2006. Triage Nursing Secrets. St. Louis: Elsevier/Mosby. 16 ©2007 HCPro, Inc. Critical Thinking in the Pediatric Unit Chapter 3 The critical thinking classroom By Polly Gerber Zimmermann, RN, MS, MBA, CEN L EARNING OBJECTIVE After reading this section, the participant should be able to • determine classroom strategies to teach, promote, and support the development of critical thinking Critical thinking can be taught The tendency is to view critical thinking as an abstract formula to memorize.

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