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Critical Thinking01:19

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
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Cultivating an Evidence-Based Decision-Making Mindset.

Kerry A Milner1, Deana Hays, Susan Farus-Brown

  • 1Kerry A. Milner is a professor in the Davis and Henley College of Nursing at Sacred Heart University in Fairfield, CT. Deana Hays is an associate professor at Oakland University in Rochester, MI. Susan Farus-Brown is an associate professor at the Ohio University School of Nursing in Athens. Mary C. Zonsius is an associate professor at the Rush University College of Nursing in Chicago. Ellen Fineout-Overholt is national senior director, Evidence-Based Practice & Implementation Science, at Ascension in St. Louis. Contact author: Kerry A. Milner, milnerk@sacredheart.edu . The authors have disclosed no potential conflicts of interest, financial or otherwise.

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Summary
This summary is machine-generated.

This series educates nurses on evidence-based practice (EBP) and quality improvement (QI). It focuses on teaching EBP and QI processes to enhance healthcare quality for nursing professionals and DNP students.

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Area of Science:

  • Nursing Education
  • Healthcare Quality Improvement
  • Evidence-Based Practice

Background:

  • This article introduces a new series focused on educating nurses in evidence-based decision-making.
  • It follows previous successful series on Evidence-Based Practice (EBP) and its implementation.

Purpose of the Study:

  • To provide insights into educating nurses about evidence-based decision-making.
  • To address teaching and facilitating learning about evidence-based practice (EBP) and quality improvement (QI) processes.
  • To highlight the impact of EBP and QI on healthcare quality.

Main Methods:

  • The series will feature case scenarios of DNP students' journeys.
  • Each article will focus on practical aspects of teaching and learning EBP and QI.

Main Results:

  • The series aims to equip nurses with knowledge and skills in EBP and QI.
  • It is designed to be relevant for all nurses, particularly DNP faculty and students.

Conclusions:

  • This series offers valuable educational content for nurses seeking to advance their practice through EBP and QI.
  • It emphasizes the integration of EBP and QI for improved healthcare outcomes.