Unit 3: Critical Thinking, Problem Solving, Nursing Research & Evidence-based/informed Care Flashcards
What are the five components of critical thinking
Cognitive skills and personal attitude
Knowledge
Conceptualization -forming an idea,
Organized process to examine one’s thinking and the thinking of others
Forming conclusions, making decisions, drawing inferences and reflecting
What are the three levels of critical thinking
Basic- gathering and processing information, recognizing symptoms and signs, applying basic nursing interventions, following established protocols. Observational skills and following guidelines to provide safe and effective care
Complex critical thinking – analyze and synthesize information from various sources, evaluate data, consider context of individual cases and identify complex issues related to mental health. Critical assessment of treatment plans, understanding the interplay of biological, psychological, social factors, making informed decisions to optimize patient outcomes. Who, what, where, why, when, how
Reflexive critical thinking - advanced level, involves self reflection and evaluation of one’s own practice. Critically assess biases, values, assumptions, consider how these factors influence their care decisions. Foster’s understanding of ethical dilemmas, encourages professional development, enhances ability to adapt care based on patient feedback and changing circumstances. Solve problems, make decisions, and establish priorities in the clinical setting
What are the five critical thinking competencies
Problem-solving – choose a course of action from several options that will lead to problem resolution
Decision-making – cognitive process systemic, identify alternatives and evaluate them, come to a conclusion and select an option
Diagnostic reasoning – assign meeting to behavior, physical signs, and symptoms
Inferences – drawing conclusions from related pieces of evidence
Clinical decision making – problem-solving activity focus on finding client problems and selecting appropriate treatment
What are the five steps of problem solving using the nursing process
ADPIE
Assess
diagnose - name problem
plan - care plan
implement
evaluate - how did interventions work?
How to achieve decision making as a nurse
Interpretation – gather data
Analysis – examine and put together data
Evaluation – used objective and subjective information to determine results
Inference – examine evidence to draw a conclusion
Explanation – communicate rationale for a conclusion
Self-regulation – monitor and reflect upon the thinking process that led to the conclusion
Carpers way of knowing in nursing
What are the four ways of acquiring knowledge according to carpers ways of knowing
Empirical – scientific knowledge from research, evidence-based practice, observable facts. Data, statistics and theoretical frameworks.
Ethical - moral knowledge and understanding ethical principles that guide nursing, recognizing right and wrong, professional ethics, advocating for rights and dignity.
Personal – self-awareness in therapeutic nurse patient relationship, understanding ones own values, beliefs, and emotions, and recognizing how the influence interactions with patients. Fosters empathy, compassion, and a deeper connection
Aesthetic – appreciation of the art of nursing, understanding nuances of patient experiences, recognizing patterns, intuition and creativity and practice. Helps nurses perceive unique needs of patience and respond in ways that are sensitive and personalized
What are five reasons nurses should read research
Informed decision making - research provides nurses with access to latest evidence and best practises
Improving patient outcomes
Critical thinking and professional growth
Advancing nursing knowledge and practice
Advancing the field of nursing
Describe the history of nursing research in Canada
First nursing research journal in the United States was 1952, first Masters degree in Canada Ontario was 1956, first research journal in Canadian Journal 1969, first doctoral program of nursing at the U of A in 1991
What acronym do we use when formulating research questions
PICO
Patient population of interest – age, gender, ethnicity, and disease or health problem of patients
Intervention of interest – what is the best intervention or Health service strategies you are considering
Comparison of interest - what is the usual standard of care or current intervention used now in practice
Outcome – what result do you want to achieve because of the intervention
Compare quantitative research with a qualitative research
Quantitative investigates things that can be measured and analyzed statistically, numbers
Qualitative research investigates phenomenon that cannot be measured, analyzed based on the research method. One example of this is phenomenology which examines lived experience
Outline the research process
Formulate the question
Design the study – what research method
Collect the data
Analyze the data – results
Discussion – comparing results with research
Future implications – future research
Explain how to organize information from a research article
Identify the research question or hypothesis, review the abstract including summary, objectives, methods, results, and conclusions, and use this to gauge the relevance of the article to your practice. Highlight key information, create an outline and summarize findings, consider application to practice, document and share, stay current. Info, plan, implement, discuss
Describe how to implement evidence based practice
Clearly defined clinical question or problem (PICO)
Search for evidence - peer reviewed journals, evidence-based practice databases, clinical practice guidelines
Appraise and evaluate the evidence – study design, sample size, methodology, and potential biases
Involved in clinical decision making
Monitor and evaluate outcomes – monitor effectiveness of implemented changes. Patient outcomes and unintended consequences
