Nursing 1130 exam 1 Questions With Correct
Answers
critical thinking|
the ability to think in a systematic and logical manner
| | | | | | | | |
Levels of critical thinking
| | |
-basic critical thinking
| |
-complex critical thinking | |
-commitment
components of critical thinking | | |
- patient centered care
| | |
- safety and QSEN
| | |
- evidence based practice
| | |
- informatics
|
- teamwork and collaboration
| | |
- quality improvements
| |
general critical thinking
| |
scientific method, problem solving, decision making
| | | | |
scientific critical thinking | |
- diagnostic reasoning and interference
| | | |
- clinical decision making
| | |
clinical decision making
| |
inductive reasoning, inference, deductive reasoning
| | | |
5 steps of scientific method related to critical thinking
| | | | | | | |
,1. identify problem
| |
2. collect data
| |
3. formulate question (hypothesis)
| | |
4. test question
| |
5. evaluate results
| |
critical thinking attitudes
| |
confidence, thinking independently, fairness, responsibility and authority, risk
| | | | | | | |
taking, discipline, perseverance, creativity, curiosity, integrity, humility
| | | | | |
intellectual standards |
clear, precise, specific, accurate, relevant, plausible, consistent, logical, deep,
| | | | | | | | |
broad, complete, significant, adequate, and fair
| | | | |
reflective journaling |
Define and express clinical experiences in your own words
| | | | | | | |
meeting with colleagues | |
Discuss and examine work experiences and validate decisions
| | | | | | |
concept map |
visual representation of patient problems and interventions that shows their
| | | | | | | | | |
relationships to one another | | |
clinical reasoning|
process of noticing, interpreting, and responding, in transition with a fine
| | | | | | | | | | |
attunement to client and how they respond; process to reach clinical judgement
| | | | | | | | | | |
clinical judgement|
Interpretation or conclusion about a patient's needs, concerns, or health
| | | | | | | | | |
problems, and/or the decision to take action (or not), use or modify standard
| | | | | | | | | | | | |
approaches, or improvise new ones as deemed appropriate by the patient's
| | | | | | | | | | |
response
clinical judgement model
| |
, - recognize cues
| |
- analyze cues
| |
- prioritize hypotheses
| |
- generate solutions
| |
- take action
| |
- evaluate outcomes
| |
nursing process |
- assess
|
- diagnose
|
- plan
|
- implement
|
- evaluate
|
[goes hand in hand with critical thinking]
| | | | | |
THIN thinking|
T- top three
| |
H- help quick
| |
I- identify greatest risk
| | |
N- nursing process
| |
Blooms Taxonomy: remember
| |
recognizing and recalling facts | | |
Blooms Taxonomy: understand
| |
understanding what the facts mean | | | |
Blooms Taxonomy: apply
| |
applying the facts, rules, concepts, and ideas
| | | | | |
Blooms taxonomy: analyze
| |
breaking down information into component parts
| | | | |
Answers
critical thinking|
the ability to think in a systematic and logical manner
| | | | | | | | |
Levels of critical thinking
| | |
-basic critical thinking
| |
-complex critical thinking | |
-commitment
components of critical thinking | | |
- patient centered care
| | |
- safety and QSEN
| | |
- evidence based practice
| | |
- informatics
|
- teamwork and collaboration
| | |
- quality improvements
| |
general critical thinking
| |
scientific method, problem solving, decision making
| | | | |
scientific critical thinking | |
- diagnostic reasoning and interference
| | | |
- clinical decision making
| | |
clinical decision making
| |
inductive reasoning, inference, deductive reasoning
| | | |
5 steps of scientific method related to critical thinking
| | | | | | | |
,1. identify problem
| |
2. collect data
| |
3. formulate question (hypothesis)
| | |
4. test question
| |
5. evaluate results
| |
critical thinking attitudes
| |
confidence, thinking independently, fairness, responsibility and authority, risk
| | | | | | | |
taking, discipline, perseverance, creativity, curiosity, integrity, humility
| | | | | |
intellectual standards |
clear, precise, specific, accurate, relevant, plausible, consistent, logical, deep,
| | | | | | | | |
broad, complete, significant, adequate, and fair
| | | | |
reflective journaling |
Define and express clinical experiences in your own words
| | | | | | | |
meeting with colleagues | |
Discuss and examine work experiences and validate decisions
| | | | | | |
concept map |
visual representation of patient problems and interventions that shows their
| | | | | | | | | |
relationships to one another | | |
clinical reasoning|
process of noticing, interpreting, and responding, in transition with a fine
| | | | | | | | | | |
attunement to client and how they respond; process to reach clinical judgement
| | | | | | | | | | |
clinical judgement|
Interpretation or conclusion about a patient's needs, concerns, or health
| | | | | | | | | |
problems, and/or the decision to take action (or not), use or modify standard
| | | | | | | | | | | | |
approaches, or improvise new ones as deemed appropriate by the patient's
| | | | | | | | | | |
response
clinical judgement model
| |
, - recognize cues
| |
- analyze cues
| |
- prioritize hypotheses
| |
- generate solutions
| |
- take action
| |
- evaluate outcomes
| |
nursing process |
- assess
|
- diagnose
|
- plan
|
- implement
|
- evaluate
|
[goes hand in hand with critical thinking]
| | | | | |
THIN thinking|
T- top three
| |
H- help quick
| |
I- identify greatest risk
| | |
N- nursing process
| |
Blooms Taxonomy: remember
| |
recognizing and recalling facts | | |
Blooms Taxonomy: understand
| |
understanding what the facts mean | | | |
Blooms Taxonomy: apply
| |
applying the facts, rules, concepts, and ideas
| | | | | |
Blooms taxonomy: analyze
| |
breaking down information into component parts
| | | | |
