TEST BANK CRITICAL THINKING, CLINICAL
REASONING AND CLINICAL JUDGEMENT A
PRACTICAL APPROACH ALL CHAPTERS
INCLUDED AND COMPLETE GUIDE.
Clinical reasoning - answers —a specific term—is the process you use to think about
issues at the point of care—for example, deciding how to prevent and manage patient
problems. For reasoning about other clinical issues (e.g., teamwork, collaboration, and
streamlining work flow), nurses usually use the term critical thinking.
Critical thinking - answers —a broad term—includes reasoning both outside and inside
of the clinical setting. Clinical reasoning and clinical judgment are key pieces of critical
thinking in nursing.
Clinical judgement - answers refers to the result (outcome) of critical thinking or clinical
reasoning—the conclusion, decision, or opinion you make after thinking about the
issues.
Critical thinking indicators - answers Personal CTIs are brief descriptions of behaviors
and characteristics often seen in individuals who are critical thinkers.
Nursing process - answers —assessment, diagnosis, outcome identification, planning,
implementation, and evaluation—serves as a critical thinking model that promotes a
competent level of care. This means that the nursing process—Assess, Diagnose, Plan,
Implement, and Evaluate—is the major tool for clinical reasoning. It's the first tool you
need to know to think like a nurse and pass NCLEX® and other exams.
Healthy workplace - answers standards form the foundation for a climate that fosters
critical thinking by providing an atmosphere that's respectful, healing, and humane.
These standards stress the need for (1) effective communication, (2) true collaboration,
(3) effective decision-making, (4) appropriate staffing, (5) meaningful recognition, and
(6) authentic leadership. A safe and respectful environment requires each standard to
be maintained, because studies show that you don't get effective outcomes when any
one standard is considered optional.
Learning culture - answers In a learning culture, teaching and learning are key parts of
daily activities. Everyone is encouraged to create learning opportunities and share
information freely. Leaders, teachers, and staff are approachable and promote self-
esteem and confidence by treating learners with kindness and showing genuine interest
in them as people. Learners are encouraged to feel that they belong to the team.
Teaching strategies are tailored to individuals, not tasks. Promoting research and
improving care quality is "everyone's job."
Safety culture - answers When a group has a culture of safety, everyone feels
responsible for safety and pursues it on a regular basis. Patient safety is top priority. To
, identify main causes of mistakes and build systems to prevent them, there's more
concern about reporting errors than placing blame. Nurses, physicians, and technicians
look out for one another and feel comfortable pointing out unsafe behaviors (e.g., when
hand sanitation has been missed or when safety glasses should be worn). Safety takes
precedence over egos or pressures to complete tasks with little help or time. The
organization values and rewards such actions.
Thinking ahead - answers Anticipating what might happen and being proactive by
identifying what you can do to be prepared. For novices, thinking ahead is difficult and
sometimes restricted to reading procedure manuals and textbooks. An important part of
being proactive is asking questions like "What can I bring with me to help jog my
memory and stay focused and organized?"
Thinking-in-Action - answers Often, this is called "thinking on your feet." It's rapid,
dynamic reasoning that considers several things at once, making it difficult to describe.
For example, suppose you find your stove on fire. As you spring into action, your mind
races, thinking about many things at once ("How can I put this out?" "Where's the fire
extinguisher?" "Should I call the fire department?"). Thinking-in-action is highly
influenced by previous knowledge and hands-on experience. To keep safety first, in all
important situations, keep experts nearby who have extensive experiential knowledge
stored in their brains. If you encountered a fire, wouldn't you like to have a fireman
standing at your side? Thinking-in-action is prone to "knee-jerk" responses and
decisions. To use the fire example again, an untrained person may throw water on a
grease fire, which can make it worse.
Thinking back (Reflective thinking) - answers Analyzing the reasoning you used to look
for flaws, gain more understanding, and correct and improve it. Experienced nurses
double-check their thinking in dynamic ways during thinking-in-action. However, this
doesn't replace reflective thinking that happens after the fact. Deliberate, methodical
reflective thinking that happens after the fact, using specific strategies and tools (e.g.,
writing in a journal, chart reviews, and honest dialogue with others) brings new insights,
more depth, and greater accuracy; you can more objectively identify "lessons learned"
from experience.
Clinical reasoning - answers —a specific term—is the process you use to think about
issues at the point of care—for example, deciding how to prevent and manage patient
problems. For reasoning about other clinical issues (e.g., teamwork, collaboration, and
streamlining work flow), nurses usually use the term critical thinking.
Critical thinking - answers —a broad term—includes reasoning both outside and inside
of the clinical setting. Clinical reasoning and clinical judgment are key pieces of critical
thinking in nursing.
does not mean simply being critical, it means accepting the info at face value without
evaluating whether it is factual and reliable
-umbrella term that includes clinical reasoning and clinical judgement.
-requires right-brain thinking (generating new ideas) and left-brain thinking (analyzing
and judging the worth of those ideas).
REASONING AND CLINICAL JUDGEMENT A
PRACTICAL APPROACH ALL CHAPTERS
INCLUDED AND COMPLETE GUIDE.
Clinical reasoning - answers —a specific term—is the process you use to think about
issues at the point of care—for example, deciding how to prevent and manage patient
problems. For reasoning about other clinical issues (e.g., teamwork, collaboration, and
streamlining work flow), nurses usually use the term critical thinking.
Critical thinking - answers —a broad term—includes reasoning both outside and inside
of the clinical setting. Clinical reasoning and clinical judgment are key pieces of critical
thinking in nursing.
Clinical judgement - answers refers to the result (outcome) of critical thinking or clinical
reasoning—the conclusion, decision, or opinion you make after thinking about the
issues.
Critical thinking indicators - answers Personal CTIs are brief descriptions of behaviors
and characteristics often seen in individuals who are critical thinkers.
Nursing process - answers —assessment, diagnosis, outcome identification, planning,
implementation, and evaluation—serves as a critical thinking model that promotes a
competent level of care. This means that the nursing process—Assess, Diagnose, Plan,
Implement, and Evaluate—is the major tool for clinical reasoning. It's the first tool you
need to know to think like a nurse and pass NCLEX® and other exams.
Healthy workplace - answers standards form the foundation for a climate that fosters
critical thinking by providing an atmosphere that's respectful, healing, and humane.
These standards stress the need for (1) effective communication, (2) true collaboration,
(3) effective decision-making, (4) appropriate staffing, (5) meaningful recognition, and
(6) authentic leadership. A safe and respectful environment requires each standard to
be maintained, because studies show that you don't get effective outcomes when any
one standard is considered optional.
Learning culture - answers In a learning culture, teaching and learning are key parts of
daily activities. Everyone is encouraged to create learning opportunities and share
information freely. Leaders, teachers, and staff are approachable and promote self-
esteem and confidence by treating learners with kindness and showing genuine interest
in them as people. Learners are encouraged to feel that they belong to the team.
Teaching strategies are tailored to individuals, not tasks. Promoting research and
improving care quality is "everyone's job."
Safety culture - answers When a group has a culture of safety, everyone feels
responsible for safety and pursues it on a regular basis. Patient safety is top priority. To
, identify main causes of mistakes and build systems to prevent them, there's more
concern about reporting errors than placing blame. Nurses, physicians, and technicians
look out for one another and feel comfortable pointing out unsafe behaviors (e.g., when
hand sanitation has been missed or when safety glasses should be worn). Safety takes
precedence over egos or pressures to complete tasks with little help or time. The
organization values and rewards such actions.
Thinking ahead - answers Anticipating what might happen and being proactive by
identifying what you can do to be prepared. For novices, thinking ahead is difficult and
sometimes restricted to reading procedure manuals and textbooks. An important part of
being proactive is asking questions like "What can I bring with me to help jog my
memory and stay focused and organized?"
Thinking-in-Action - answers Often, this is called "thinking on your feet." It's rapid,
dynamic reasoning that considers several things at once, making it difficult to describe.
For example, suppose you find your stove on fire. As you spring into action, your mind
races, thinking about many things at once ("How can I put this out?" "Where's the fire
extinguisher?" "Should I call the fire department?"). Thinking-in-action is highly
influenced by previous knowledge and hands-on experience. To keep safety first, in all
important situations, keep experts nearby who have extensive experiential knowledge
stored in their brains. If you encountered a fire, wouldn't you like to have a fireman
standing at your side? Thinking-in-action is prone to "knee-jerk" responses and
decisions. To use the fire example again, an untrained person may throw water on a
grease fire, which can make it worse.
Thinking back (Reflective thinking) - answers Analyzing the reasoning you used to look
for flaws, gain more understanding, and correct and improve it. Experienced nurses
double-check their thinking in dynamic ways during thinking-in-action. However, this
doesn't replace reflective thinking that happens after the fact. Deliberate, methodical
reflective thinking that happens after the fact, using specific strategies and tools (e.g.,
writing in a journal, chart reviews, and honest dialogue with others) brings new insights,
more depth, and greater accuracy; you can more objectively identify "lessons learned"
from experience.
Clinical reasoning - answers —a specific term—is the process you use to think about
issues at the point of care—for example, deciding how to prevent and manage patient
problems. For reasoning about other clinical issues (e.g., teamwork, collaboration, and
streamlining work flow), nurses usually use the term critical thinking.
Critical thinking - answers —a broad term—includes reasoning both outside and inside
of the clinical setting. Clinical reasoning and clinical judgment are key pieces of critical
thinking in nursing.
does not mean simply being critical, it means accepting the info at face value without
evaluating whether it is factual and reliable
-umbrella term that includes clinical reasoning and clinical judgement.
-requires right-brain thinking (generating new ideas) and left-brain thinking (analyzing
and judging the worth of those ideas).
