Rent 9780763765842 | Critical Thinking TACTICS for Nurses : Achieving the IOM Competencies

Summary Table of Contents

Critical Thinking TACTICS for Nurses: Achieving the IOM Competencies is a reader-friendly guide to performing, learning and evaluating critical thinking in all aspects of nursing care. Award winning authors M. Gaie Rubenfeld and Barbara K. Scheffer draw on their research and expertise in teaching and practice to blend critical thinking components with the Institute of Medicine's (IOM) five core competencies: patient-centered care, interdisciplinary team work, evidence-based practice, informatics, and quality improvement. Issues addressed includ... MORE

Foreword to First Edition	p. vii
Foreword to Second Edition	p. ix
Preface	p. xii
Acknowledgments	p. xvi
Contributors	p. xviii
Why Critical Thinking?	p. 1
Why Questions and Thinking	p. 2
Exploring Your Use of Why	p. 3
Why the Interest in CT in Health Care and Healthcare Education over the Last Two Decades?	p. 4
... MOREExploring Joyce's Thinking	p. 7
The Context of Thinking	p. 7
The Big Picture of Why Thinking Is Important	p. 8
Major Stakeholders and Critical Thinking	p. 9
Exploring Safe, Effective, and Efficient Care for Mr. Stone	p. 9
Enhancing Decision-Making Skills and Job Satisfaction Through Professional Integrity	p. 11
What Else Is Needed to Emphasize Why CT Is Important?	p. 18
Verbalizing CT So Others Will See the Value	p. 20
Pause and Ponder: Why Do You Think CT Is Important	p. 21
Reflection Cues	p. 21
References	p. 22
What Is Critical Thinking?	p. 25
The Critical Thinking "Bridge"	p. 26
Pebbles on the Metaphorical Bridge	p. 27
CT Self-Checklist	p. 37
What Do Great Thinkers Look Like?	p. 42
Talking and Thinking-A Patient Scenario	p. 43
Pause and Ponder: Conclusions About What CT Is	p. 44
Reflection Cues	p. 45
References	p. 45
Who Are the Critical Thinkers?	p. 47
Clinicians	p. 48
Educators	p. 48
Other Thinkers Who Interact with Clinicians and Educators	p. 49
Selected Factors That Affect Critical Thinkers	p. 49
Cultural Influences on Thinkers	p. 58
Environmental Factors Influencing Thinkers	p. 61
Pause and Ponder: Defining Ourselves as Critical Thinkers	p. 62
Reflection Cues	p. 63
References	p. 64
Institute of Medicine Competencies as a Context for Thinking: The How, When, and Where of Critical Thinking	p. 67
Current Challenges and Solutions for Healthcare Delivery	p. 67
Critical Thinking and Competencies	p. 72
A Picture of Changes in Healthcare Delivery and Education	p. 72
Promoting CT or Knowledge-Seeking Behavior	p. 78
Techniques to Promote Thinking and Knowledge Processing	p. 82
Reflection in Action	p. 86
Pause and Ponder: Think Ahead to Change	p. 87
Reflection Cues	p. 87
References	p. 88
Critical Thinking, Quality Improvement, and Safety	p. 91
Defining Quality and Safety in Health Care and Stakeholder Involvement	p. 92
Deficiency-Free Excellence: What Is the Scope of the Quality-Safety Problem?	p. 94
The Relationships Among Quality, Safety, and Critical Thinking Within a Systems Framework of Structure, Process, and Outcomes	p. 99
Five IOM Criteria Guiding Education and Practice Toward Quality Improvement and Safe Patient Care	p. 106
Thinking for Criterion #1	p. 107
Thinking and Effectiveness	p. 110
Thinking and Efficiency for Mr. Cashin	p. 112
CT for Assessing Safety	p. 113
Thinking Through an Adverse Event	p. 119
Quality Care Through CT	p. 123
Nurses Are "Safety Champions" for Enhancing Quality and Safety Through Thinking	p. 127
Pause and Ponder: Safety Champions of Quality Improvement	p. 127
Reflection Cues	p. 128
References	p. 128
Critical Thinking and Patient-Centered Care	p. 133
Changing Patient-Provider Relationships	p. 134
Patient-Centered Care and CT	p. 136
Assessing Patient Readiness, Willingness, and Ability to Participate in CT and Patient-Centered Care	p. 137
Reflect on Your Patients' Habits of the Mind	p. 139
Facilitating Patients' Critical Thinking Skills	p. 139
How to Merge Our Thinking with Patient Thinking	p. 144
Reflect on Your Validation Remarks	p. 146
Are There Negatives to Patient-Centered Care?	p. 148
A Patient-Centered Care Story	p. 150
Pause and Ponder: Where Is the Balance?	p. 152
Reflection Cues	p. 152
References	p. 153
Critical Thinking and Interdisciplinary Teams	p. 157
What Is Interdisciplinary Team Work?	p. 158
Practice-Setting Team Meeting and Thinking	p. 162
Educator Team Meeting and Thinking	p. 164
What Is Interdisciplinary Team Thinking?	p. 166
Team Thinking Assessment	p. 169
Finding The IDT Thinking	p. 171
Matching Some CT Dimensions with IDT Thinking	p. 175
What Interferes with IDT Thinking?	p. 177
What Cultivates IDT Thinking?	p. 180
Pause and Ponder: Future Implications of IDT Thinking	p. 185
Reflection Cues	p. 185
References	p. 186
Critical Thinking and Evidence-Based Practice	p. 191
Historical Overview of EBP	p. 194
Why Is EBP So Important?	p. 195
Clinicians, On What Evidence Do You Base Your Practice?	p. 197
Educators, On What Evidence Do You Based the Information You Teach?	p. 198
Links Between Critical Thinking and EBP	p. 199
How Have You Reacted to Past Practice Changes?	p. 209
Big, Small, Individual, and Group Moves Toward EBP	p. 211
Clinical Practice "Question of the Month"	p. 212
One Nurse's Story of Successful EBP	p. 214
Find the Thinking and EBP Components in Judy's Story	p. 214
Pause and Ponder: Where Should Our EBP Thinking Go?	p. 216
Reflection Cues	p. 216
References	p. 217
Critical Thinking and Informatics	p. 221
The Context of Old Nurses and Young Informatics	p. 222
Healthcare Information Evolution	p. 224
The Changing Nature of Informatics	p. 226
Critical Thinking and Health Informatics	p. 228
Use Your Creativity and Logical Reasoning	p. 229
Think How Informations Could East Your Life	p. 232
Take Your Librarian to Lunch	p. 237
Using Informatics to Improve Teaching Creativity	p. 246
Challenges of Informatics	p. 248
Finding Kate's Critical Thinking	p. 250
Pause and Ponder: Health Informatics and the Future	p. 252
Reflection Cues	p. 252
References	p. 253
Assessing Critical Thinking	p. 259
Terminology of Measuring/Assessing Critical Thinking	p. 259
Rationale for Discussing Assessing Last	p. 260
The Challenges of Assessing CT	p. 261
Linking Teaching, Learning, and Assessing of CT	p. 266
An Evidence-Based Quantitative Method To Assess CT in Nursing Without Losing CT's Complexity	p. 270
Examples of Practical Teaching/Learning/Assessing "Tools" of CT from List A in Box 10-2	p. 271
Examples of Practical Teaching/Learning/Assessing "Tools" of CT from List B in Box 10-2	p. 280
Pause and Ponder: Assessment Is Not an End Unto Itself	p. 284
Reflection Cues	p. 285
References	p. 285
Thinking Realities of Yesterday, Today, and Tomorrow	p. 289
Why Is Change So Necessary?	p. 290
What Kinds of Change Are We Talking About?	p. 291
Implications of Living with Constant, Complex Change	p. 293
Thinking for Effective Change	p. 294
Emergent, Necessary Patterns of Change in Thinking and Learning	p. 295
How One Nurse's Thinking Helped Her Meet the 5 IOM Competencies	p. 305
Pause and Ponder: The Hard Work of Thinking	p. 307
Reflection Cues	p. 308
References	p. 308
Critical Thinking Inventory	p. 311
Index	p. 315
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