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Critical Thinking II01:25

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Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:
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Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...
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Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career...
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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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评估一个共享的反思实践,以发展护理学生的临床判断.

Jennifer Maffucci1, Kathryn Vanderzwan, Leah Burt

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此摘要是机器生成的。

分享结构化反思增强了护理学生的临床判断. 这种方法促进了问责制,意向和社区,支持基于能力的护理教育.

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科学领域:

  • 护理教育 护理教育
  • 临床判断能力的发展
  • 反思性实践是一种反思性实践.

背景情况:

  • 自我反思是护士教育工作者培养临床判断的关键策略,以培养护士学生的临床判断.
  • 有限的研究解决了增强临床判断,特别是在临床环境中的二级护理学生.

研究的目的:

  • 探索共享结构化反思教学创新对临床判断技能的影响.
  • 评估这项创新的有效性,在所需的学士学位临床课程中对护理学生进行预授权.

主要方法:

  • 使用定性描述方法来评估教育创新.
  • 这项研究的重点是学生在最后一个学期的加速预执照护理计划.
  • 数据收集发生在临床环境中.

主要成果:

  • 学生报告说,他们对自己的教育旅程负有更高的责任.
  • 参与者在他们的护理实践中体验到更强烈的意向感.
  • 同龄学生之间发展出了更强烈的社区意识.

结论:

  • 在临床环境中共享反思实践显示出改善护理学生临床判断的潜力.
  • 这种方法支持制定基于能力的护理课程.