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Professional Nursing - PNUR1157 - 22S - Sec 1 > Critical thinking, Clinical Reasoning, and Clinical judgement: A Practical Approach - Alfaro-LeFevre, R. > Flashcards

Critical thinking, Clinical Reasoning, and Clinical judgement: A Practical Approach - Alfaro-LeFevre, R. Flashcards

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1
Q

Refers to mental activity.

A

Thinking

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2
Q

Thinking that is controlled and purposeful.

A

Critical thinking

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3
Q

Uses well-reasoned strategies to get the results needed.

A

Critical thinking

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4
Q

Complex process that changes depending on the context (circumstances).

A

Critical thinking

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5
Q

Requires personalization of information - to analyze and decide what it means.

A

Critical thinking

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6
Q

Synonym for critical thinking.

A

Reasoning

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7
Q

Refers to reasoning both inside and outside of the clinical setting.

A

Critical thinking

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8
Q

Refers to the process used to think about patient problems in the clinical setting. For example, deciding how to prevent and manage mobility issues.

A

Clinical reasoning and decision-making

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9
Q

Refers to the result (outcome) of critical thinking, critical reasoning, and decision-making.

A

Clinical judgement

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10
Q

Decision or opinion made after analyzing information.

A

Clinical judgement

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11
Q

Knowing how to learn, reason, think creatively, generate and evaluate ideas, see things in the mind’s eye, make decisions, and solve problems.

A

Critical thinking

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12
Q

Reasoning outside the clinical issues (teamwork, collaboration, and streamlining workflow).

A

Critical thinking

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13
Q

Reasonable, reflective thinking that focuses on what to do or believe.

A

Critical thinking

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14
Q

Implies careful, deliberate thought.

A

Reasoning / critical thinking

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15
Q

The ability to solve problems by making sense of information using creativity, intuitive, logical, and analytical mental processes…and the processes are continual.

A

Critical thinking

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16
Q

Knowing how to focus your thinking to get results needed (includes applying logic, intuition, standards, and evidence-based practice).

A

Critical thinking

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17
Q

Serves as a critical thinking model that promotes a competent level of care.

A

Nursing process

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18
Q

ANA

A

American Nurses Association

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19
Q

ADPIE

A

Assessment

Diagnosis

Planning

Implementation

Evaluation

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20
Q

Includes clinical reasoning, decision-making, and clinical judgement.

A

Critical thinking

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21
Q

Purposeful, informed, outcome-focused thinking.

A

Critical thinking

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22
Q

Guided by standards, ethics codes, and laws.

A

Critical thinking

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23
Q

Driven by patient, family and community needs as well as nurses’ needs to give competent and efficient care (e.g., streamlining charting to free up nurses for patient care).

A

Critical thinking

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24
Q

Based on principles of the nursing process, problem-solving, and the scientific method (requires forming opinions and making decisions based on evidence).

A

Critical thinking

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25
Q

Focuses on safety and quality, constantly reevaluating, self-correcting, and striving to improve personal, professional, and system practices.

A

Critical thinking

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26
Q

Carefully identifies key problems, issues, and risks involved and includes patients, families, and key stakeholders in decision-making early in the process.

A

Critical thinking

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27
Q

People who will be most affected (patients and families) or from who requirements will be drawn (e.g., caregivers, insurance companies, third-party payers, and healthcare organizations).

A

Stakeholders

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28
Q

Uses logic, intuition, and creativity and is grounded in specific knowledge, skills, and experience.

A

Critical thinking

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29
Q

Calls for human strategies that make the most of human potential and compensate for problems created by human nature (e.g., preventing errors by using technology).

A

Critical thinking

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30
Q

Relationships of many aspects of critical thinking.

A
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31
Q

Most common clinical reasoning framework used among healthcare profesionals.

A

Nursing process (ADPIE)

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32
Q

Guide clinicians document in a way that clearly communicates care to the interprofessional team, meets legal standards, and provides the data researchers need to develop evidence-based practices.

A

Nursing process (ADPIE)

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33
Q

Drawing conclusions…problems and risks (step in nursing process).

A

Diagnosis

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34
Q

Problem identification.

A

Diagnosis

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35
Q

These phases happen in the context of unfolding (evolving) human situations.

A

ADPIE

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36
Q

Clinical Reasoning Phases - Nursing Process (ADPIE)

A
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37
Q

May be innate, but also comes with knowledge and experience.

A

Common sense

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38
Q

Suggests that something is happening.

A

Indicators

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39
Q

Identifies own learning, personality, and communication style preferences; clarifies biases, strengths, and limitations; acknowledges when thinking may be influenced by emotions or self-interest.

A

Self-aware

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40
Q

Show true self; demonstrates behaviours that indicate stated values.

A

Genuine / authentic

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41
Q

Listens well (shows deep understanding of others’ thoughts, feelings, and circumstances); speaks and writes with clarity (gets key points across to others).

A

Effective communicator

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42
Q

Asks questions; looks for reasons, explanations, and meaning; seeks new information to broaden understanding.

A

Curious and inquisitive

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43
Q

Looks for changes in circumstances that warrant a need to modify approaches; investigates thoroughly when situations warrant precise, in-depth thinking.

A

Alert to context

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44
Q

Carefully considers meaning of data and interpersonal interactions; asks for feedback; corrects own thinking; is alert to potential errors by self and others; finds ways ti avoid future mistakes.

A

Reflective and self-corrective

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45
Q

Identifies relationships; expresses deep understanding.

A

Analytical and insightful

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46
Q

Draws reasonable conclusions (if this is so, then follows that because…); uses intuition as a guide only with knowledge of risks involved.

A

Logical and intuitive

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47
Q

Expresses faith in ability to reason and learn; overcomes problems and disappointments.

A

Confident and resilient

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48
Q

Looks for the truth, even if it sheds unwanted light; demonstrates integrity (adheres to moral and ethical standards; admits flaws in thinking).

A

Honest and upright

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49
Q

Self-directed, self-disciplined, and accepts accountability.

A

Autonomous / responsible

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50
Q

Seeks help as needed; suspends or revises judgement as indicated by new or incomplete data.

A

Careful and prudent

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51
Q

Shows tolerance for different viewpoints; questions how own viewpoints are influencing thinking.

A

Open and fair-minded

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52
Q

Expresses appreciation of human differences related to values, culture, personality, or learning style preferences; adapts to preferences when feasible.

A

Sensitive to diversity

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53
Q

Offers alternative solutions and approaches; comes up with useful ideas.

A

Creative

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54
Q

Admits when things are not feasible; looks for useful solutions.

A

Realistic and practical

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55
Q

Anticipates consequences; plans ahead; acts on opportunities.

A

Proactive

56
Q

Stands up for beliefs; advocates for others; does not hide from challenges.

A

Courageous

57
Q

Waits for right moment; perseveres to achieve bset result.

A

Patient and persistent

58
Q

Changes approaches as needed to get the best reuslts.

A

Flexible

59
Q

Promotes and healthy lifestyle; uses healthy behaviours to manage stress.

A

Health-oriented

60
Q

Self: identifies learning needs; finds ways to overcome limitations; seeks out new knowledge.

Patients: Promotes health, maximizes function, comfort, and convenience.

Systems: identifies risks and problems with health care systems; promotes safety, quality, satisfaction, and cost containment.

A

Improvement-oriented

61
Q

True or false: even the best critical thinkers’ abilities vary depending on circumstances such as confidence level and previous experience.

A

True

62
Q

Assurance of one’s own reasoning abilities.

A

Confidence

63
Q

Consideration of the whole situation, including relationships, background, and environment relevant to some happening.

A

Contextual perspective

64
Q

Intellectual inventiveness used to generate, discover, or restructure ideas. Imagining alternatives.

A

Creativity

65
Q

Capacity to adapt, accommodate, modify, or change thoughts, ideas, or behaviours.

A

Flexibility

66
Q

An eagerness to know, demonstrated by seeking knowledge and understanding through observation and thoughtful questioning to explore possibilities and alternatives.

A

Inquisitiveness

67
Q

Seeking the truth through sincere, honest processes, even if the results are contrary to one’s assumptions and beliefs.

A

Intellectual integrity

68
Q

Insightful sense of knowing without conscious use of reason.

A

Intuition

69
Q

A viewpoint characterized by being receptive to divergent views and sensitive to one’s biases.

A

Open-mindedness

70
Q

Pursuit of course with determination to overcome obstacles.

A

Perseverance

71
Q

Contemplation on a subject, especially on one’s assumptions and thinking for the purposes of deeper understanding and self-evaluation.

A

Reflection

72
Q

A courageous desire for the best knowledge, even if such knowledge fails to support or undermines one’s preconceptions, beliefs, or self-interest.

A

Truth seeking

73
Q

Tolerance for divergent views; self-monitoring possible biases.

A

Open-mindedness

74
Q

Demanding the application of reason and evidence; alert to problematic situations; inclined to anticipate consequences.

A

Analyticity

75
Q

Valuing organization; focusing; being diligent about problems at all levels of complexity.

A

Systematicity

76
Q

Trusting one’s own reasoning skills; seeing oneself as a good thinker.

A

Critical thinking self-confidence

77
Q

Curious and eager to acquire knowledge and learn explanations, even when the applications of the knowledge are not immediately apparent.

A

Inquisitiveness

78
Q

Prudence in making, suspending, or revising judgement; awareness that multiple solutions can be acceptable; apprecation of the need to reach closure even in the absence of complete knowledge.

A

Maturity

79
Q

Consciousness of the limits of knowledge and willingness to admit it.

A

Intellectual humility

80
Q

Awareness of the need to face and fairly address ideas, beliefs, or viewpoints to which have never been listened to prior.

A

Intellectual courage

81
Q

Consciousness of the need to imaginatively put self in place of others to genuinely understand them.

A

Intellectual empathy

82
Q

Being true to own thinking; applying intellectual standards to thinking; holding self to same standards to which others are held; willingness to admit when thinking may be flawed.

A

Intellectual integrity

83
Q

Having control over beliefs, values, and inferences; being an independent thinker.

A

Intellectual autonomy

84
Q

Confidence that, in the long run, using own thinking and encouraging to do the same gets the best results.

A

Confidence in reason

85
Q

Awareness of the need to treat all viewpoints alike; with awareness and vested interest.

A

Fair-mindedness

86
Q 
Confidence
Contextual perspective
Creativity
Flexibility
Inquisitiveness
Intellectual integrity
Intuition
Open-mindedness
Perseverance
Reflection
A

Scheffer and Rubenfeld’s Habits of the mind

87
Q 
Truth-seeking
Open-mindedness
Analyticity
Systematicity
Critical thinking self-confidence
Inquisitiveness
Maturity
A

Facione’s critical thinking dispositions

88
Q 
Intellectual humility 
Intellectual courage
Intellectual empathy
Intellectual autonomyy 
Intellectual integrity
Confidence in reason
Fair-mindedness
A

Paul and Elder’s intellectual traits

89
Q

For the sake of improvement and doing things in the best interests of the key players involved.

A

Critical thinking

90
Q

Figuring out ways to achieve something the same (or better) outcomes more efficiently is an example of:

A

Critical thinking.

91
Q

True or false: being critical without being able to identify improvements or being critical to have something done how wanted be self is still critical thinking.

A

False

92
Q

Inquisitive about intents, facts, and reasons behind ideas or actions; thought and knowledge oriented.

A

Critical thinking

93
Q

Task-oriented rather than thought-oriented is ___ critical thinking.

A

NOT

94
Q

Seeking to fully understand situations and procedures before giving care; modifying approaches as needed is an example of:

A

critical thinking.

95
Q

Sensitive to the powerful influence of emotions, but focused on making right decisions based on what is morally and ethically the right thing to do.

A

Critical thinking

96
Q

True or false: being emotionally driven is a trait of critical thinking.

A

False

97
Q

Finding out how someone feels about something, then moving on to discuss what is morally right and ethically right is an example of:

A

critical thinking.

98
Q

Knowing specific problem-solving strategies.

A

Critical thinking

99
Q

True or false: problem-solving is missing important key concepts of critically thinking such as prevention, creativity, improvement, and aiming for the best result.

A

True

100
Q

“What could we do better” and “are there risks we need to address to prevent problems before they happen” are examples of:

A

critically thinking.

101
Q

Requires coming up with new ideas (right-brain thinking) and judging the worth of those ideas (left-brain thinking) .

A

Critically thinking

102
Q

Overthinking problems when they should be taking action.

A

Analytical paralysis

103
Q

Decision-making =

A

critical thinking

104
Q

Excellent critical thinking tool.

A

Scientific method

105
Q

Continuously collecting data to gain understanding and check for changes in circumstances.

A

Observing

106
Q

Grouping related information so that patterns and relationships emerge.

A

Classifying data

107
Q

“If this is so, then it is likely that…”

A

Drawing conclusions

108
Q

Creating a list of suspected problems and solutions.

A

Generating hypotheses (hunches, assumptions, or suspicions)

109
Q

Performing studies to examine and analyze data.

A

Conducting experiments / analyzing data

110
Q

Determining whether there is factual evidence to support hunches, assumptions, or suspicions.

A

Testing hypotheses

111
Q

“If our analysis and studies give us evidence that this is so, then it is likely that…”

A

Drawing conclusions and making judgements

112
Q

Observing
Classifying data
Drawing conclusions
Generating hypotheses (hunches, assumptions, or suspicions)
Conducting experiments and analyzing data
Testing hypotheses
Drawing conclusions and making judgements

A

Scientific Method

113
Q

The ability to recognize and manage own emotions and help others do the same.

A

Emotional intelligence

114
Q

Intelligence quotient (IQ) =

A

emotional intelligence

115
Q

Communication, engaging patients, dealing with difficult people, and resolving problems.

A

Soft skills

116
Q

Side of the brain that is creative and intuitive - generating new ideas.

A

Right brain

117
Q

Side of the brain that is logical and analytical - judging worth of ideas.

A

Left-brain

118
Q

Clinicians are expected to provide evidence that supports opinions, solutions, and courses of action.

A

Evidence-based thinking

119
Q

Rather than measuring results subjectively (e.g., “the patient seems to be managing his pain well”), critical thinking requires focusing on ___ - very specific, objective ways of measuring results (e.g., “two hours after medication, the patient rates his pain at 2 on a scale from 0 to 10, with 0 meaning pain-free and 10 meaning the worst pain possible”).

A

outcomes

120
Q

“Meeting of the minds”.

A

Collaborative thinking

121
Q

Interprofessional care and ensuring that patients are engaged in problem identification and care management process.

A

Collaborative thinking

122
Q

Maintaining professionalism, understanding patients’ personal interests and passions, and showing “human side”.

A

Relating on a ‘human level’

123
Q

Simulations are ___ ways to make and learn from mistakes.

A

safe

124
Q

In today’s world, we emphasize the need to develop policies and procedures to be prepared for “___ ___” scenarios (terrorist attacks, including bioterrorism).

A

what ifs

125
Q

4 Circle Critical Thinking Model

A
126
Q

Thinking ahead, thinking in-action, and thinking back.

A

Reflecting

127
Q

Anticipating what might happen and being proactive by identifying what preparation can be done.

A

Thinking ahead

128
Q

“What can I bring with me to help me stay focused and jog my memory”.

A

Thinking ahead / proactive

129
Q

Difficult for novices and sometimes restricted to reading manuals and textbooks.

A

Thinking ahead

130
Q

“Thinking on your feet”.

A

Thinking-in-action

131
Q

Rapid, dynamic reasoning that considers several things at once.

A

Thinking-in-action

132
Q

Highly influenced by previous knowledge and hands-on experience.

A

Thinking-in-action

133
Q

Supposed your stove is on fire. As you spring into action, your mind races, thinking about many things at once (“how can I put this out, where is the fire extinguisher, should I call the fire department”?)…this is an example of:

A

thinking-in-action.

134
Q

Prone to knee-jerk responses and decisions.

A

Thinking-in-action

135
Q

Analyzing and deconstructing reasoning to look for flaws, gain more understanding, and make corrections.

A

Thinking back (reflecting on thinking)

Professional Nursing - PNUR1157 - 22S - Sec 1 (66 decks)

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