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BIO 116 > COR195 - Chapter 2 > Flashcards

COR195 - Chapter 2 Flashcards

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Biology 101 flashcards
1
Q

Definition of Critical Thinking

A

Complex process changing depending on circumstances. No right definition.

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2
Q

Mapping to teach/learn:

A
  • maps and decision trees created by experts guide new nurses
  • maps created by learners promote deep, personal understanding
  • help learners make connections between concepts and information in their own way
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3
Q

Changing how we view mistake:

A
  • most errors happen because of multiple factors/system problems. (Look-alike drugs, inadequate staffing)
  • humans make “human factor” mistakes (stress,fatigue,information overload)
  • reducing errors related to human factors (using computers and decision support systems)
  • making mistakes in safe situations is a great way to learn
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4
Q

Preparing for “What If” scenarios:

A

-there is no greater emphasis on developing detailed policies/procedures to be prepared for “what if” scenarios (ex:bioterrorism)

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5
Q

Evidence-Based Thinking:

A
  • clinicians expected to provide evidence that supports opinions,solutions,courses of action
  • must be confident when asked questions like “what evidence do you have that will work”
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6
Q

Measuring Outcomes:

A

Critical thinking makes it necessary to develop very specific ways to measure progress/results.
Ex: don’t ask “are you comfortable” ask “can you rate your pain 1-10?”

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7
Q

Collaborative thinking

A
  • collaborative approaches are normal

- workforce is diverse, we need to facilitate “meetings of the minds” to achieve the best outcomes

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8
Q

5 Steps of Critical Thining:

A
  1. Gain Insight and Self-awareness: how do experts describe critical thinking? How do you describe it?
  2. Build trust in relationships, aim for mutual communication in all interactions (honest exchange of facts, thoughts, ideas)
  3. Use an evidence-based inference
  4. Make the commitment to develop the attitudes, knowledge, skills needed for critical thinking
  5. Ask for feedback
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9
Q

How your personality affects thinking:

A
  • plays a major role in how you think/learn
  • determines what information you notice, decisions you make, how much control you like
  • connecting with your own personality’s needs helps you understand why/how you think
  • helps you get in touch with talents, blind spots and helps to improve them
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10
Q

Personality trait: Color Red

A
  • drive for power
  • know how to take charge
  • confident, determined, logical, productive, visionary
  • bossy, impatient, arrogant, argumentative
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11
Q

Personality trait: Color Blue

A
  • drive to achieve intimacy
  • love getting to know people
  • strong feelings
  • creative, caring, reliable, sincere, loyal, committed to serving others
  • can be judgmental, worry-prone, doubtful, moody
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12
Q

Personality trait: Color White

A
  • strive for peace
  • independent
  • insightful, flexible, tolerant, easy-going, patient, kind
  • avoid conflicts, indecisive, slightly stubborn , may “explode” from holding things in
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13
Q

Personality trait: Color Yellow

A
  • driven to have fun/ enjoy the moment
  • wake up happy
  • fun to be around
  • outgoing, enthusiastic, optimistic, popular, trusting
  • avoid facing facts, impulsive, disorganized, uncommitted, undisciplined
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14
Q

Extrovert

A
  • thinks out loud

- draws energy from being with people

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15
Q

Introvert

A
  • thinks inside

- draws energy from being quiet

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16
Q

Sensate

A
  • perceives world discretely through 5 senses

- looks for facts

17
Q

Intuitive

A
  • perceives world overall

- looks for meaning

18
Q

Thinking

A
  • uses objective data

- seeks just decisions

19
Q

Feeling

A
  • uses subjective data

- seeks fair decisions

20
Q

Judging:

A
  • orders the environment

- likes to plan

21
Q

Percieving

A
  • keeps things flexible/open

- likes to be spontaneous

22
Q

Observer (visual) learner:

A
  • learns best by watching
  • sits in front of room to focus on teacher
  • visualizes procedures in mind
  • watches someone’s first and then does it
  • takes lots of notes
  • recopies notes
  • previews chapters
23
Q

Doers (kinesthetic) learners:

A
  • start by doing
  • use arrows to show relationships when taking notes
  • draw boxes/circle around key things
  • pace when reciting information to yourself
  • record information and listen to it while exercising.
  • change positions frequently while studying
  • study in rocking chair; play background music
24
Q

Listeners (auditory) learners:

A
  • whispers as they read, listening to words
  • listen in class without taking notes
  • record classes then listen before exam
  • ask to give oral report
  • memorize by making up a song/rhymes
  • record yourself as you read info outloud
25
Q

Self- Efficacy:

A
  • believe in yourself
  • have confidence in your ability to accomplish goals
  • challenge themselves, recover from setbacks, put higher effort, don’t give up easily
26
Q

Male vs Female Tendencies:

A
  • structurally m/f brains are different and tend to be raises differently
  • women are intuitive, creative, able to multitask
  • men are focused, logical, methodical
27
Q

Emotional Intelligence:

A
  • EQ more important than IQ
  • must be able to manage emotions more then because my intellectually smart
  • developing EQ aids critical thinking
28
Q

Communicating Effectively:

A
  • critical thinking depends on accuracy of communication
  • communication always has the false impression that it’s been accomplished
    1. Listen deeply to understand other peoples point of view
    2. Probing to gain most important information in non judgemental way
    3. Getting point across clearly
  • paying attention
29
Q

Communication strategies:

A
  • aim for mindful communication (clearing mind)
  • sit down
  • examine your personal story about communication you’re about to have (thoughts/feelings, assumptions/judgments you’ve made)
  • explain your intent is not to judge but to understand
  • listen first
  • listen empathetically
    1. Clear mind of thoughts
    2. Focus on listening to other persons feelings
    3. Rephrase the feelings/ perceptions as you understand
    4. Detach and come back to your own reference
  • use clear, concise, simple language
  • evaluate your stress level and the other persons
  • choose right time/place
30
Q

Building Relationships:

A
  • promotes open, honest dialogue
  • crucial to getting results
  • people thinking best when they like/trust each other
  • follow code of conduct
31
Q

Preceptors, mentors, partnership:

A
  • critical thinking and Cr skills developed over time on the job
  • partnerships between new nurses and mentors helps develop key skills in Sage way
  • ensure a good fit between each personalities
32
Q

Personal Factors Affecting Critical Thinking:

A
  • personality, learning style, up-bringing
  • effective communication skills EQ
  • fair mindedness
  • moral development
  • age/ maturity
  • dislikes, prejudices, biases: hinder critical thinking
  • confidence
  • knowledge of problem- solving, decision making , nursing process
  • habitual evaluation and reflection
  • past experience
  • effective writing skills
  • effective reading/learning skills
33
Q

Situational Factors Affecting Critical Thinking:

A
  • anxiety, stress, fatigue
  • awareness of risks
  • knowledge of related factors
  • awareness of resources
  • positive reinforcement
  • negative “talk”: focusing too much on what could be wrong
  • evaluative or judgmental styles
  • time limitations ( deadlines= motivational)
  • distractions
34
Q

Habits Causing Barriers to Critical Thinking:

A
  • Self-focusing:
  • choosing-only-one
  • conformity: some are good (following policies) some are bad (conforming to a group so you don’t be viewed as different)
  • mine-is-better: tending to think we are superior to others
  • face-saving: protect our image
  • stereotyping
  • tunnel vision: see what we expect to see, misenterpting what’s in front of us
  • resistance to change:
  • self-deception: forgetting things of ourself we don’t like
35
Q

Habits promoting critical thinking:

A
  • be proactive, responsible, accountable
  • begin with an end in mind
  • know your priorities
  • create good karma
  • think win-win
  • stay grounded in who you are
  • develop good learning habits
  • be committed to life-long learning
36
Q

Focusing on Outcomes:

A
  • crucial for critical thinking
  • goal indicates general intent, what you aim to do
  • outcome: measurable results
37
Q

Guiding Principles:

A
  • critical thinking requires excellent problem- solving skills including being proactive
    1. What outcomes are most important
    2. What issues must be addressed to achieve outcomes
38
Q

Logic

A
  • sound reasoning that’s based on facts

- safest, most reliable

39
Q

Intuition:

A
  • knowing something without evidence
  • for experts, can speed up problem solving from experience
  • bring logic and look for evidence from gut feelings

BIO 116 (3 decks)

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