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Critical thinking tactics for nurses : tracking, assessing, and cultivating thinking to improve competency-based strategies Cover Image Book Book

Critical thinking tactics for nurses : tracking, assessing, and cultivating thinking to improve competency-based strategies / M. Gaie Rubenfeld and Barbara K. Scheffer.

Rubenfeld, M. Gaie. (Author). Scheffer, Barbara K. (Added Author).

Record details

  • ISBN: 0763747025
  • Physical Description: xviii, 294 p. : ill. ; 23 cm.
  • Publisher: Boston ; Jones and Bartlett, c2006.

Content descriptions

Bibliography, etc. Note:
Includes bibliographical references and index.
Formatted Contents Note:
Frequently asked questions -- What is critical thinking? -- Who are the critical thinkers? -- Why is CT so important? -- The how, when, and where of CT for clinicians and educators -- CT and patient-centered care -- CT and interdisciplinary teams -- CT and evidence-based practice -- CT and informatics -- CT and quality improvement -- Thinking realities of yesterday, today, and tomorrow -- Assessing critical thinking.

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Subject: Critical thinking.
Nursing.

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Location Call Number / Copy Notes Barcode Shelving Location Circulation Modifier Holdable? Status Due Date Courses
► Summaries & More
▼ Additional Content
Contributors ix
Foreword xi
Preface xiii
Acknowledgments xvii
Frequently Asked Questions about Critical Thinking in Nursing
1(8)
What Is Critical Thinking?
9(24)
The Critical Thinking ``Bridge''
10(1)
Pebbles on the Metaphorical Bridge
11(18)
Pause and Ponder: Conclusions about What CT Is
29(1)
Reflection Cues
29(1)
References
30(3)
Who Are the Critical Thinkers?
33(18)
Clinicians
34(1)
Educators
34(1)
Other Thinkers Who Interact with Clinicians and Educators
35(1)
Selected Factors That Affect Critical Thinkers
36(12)
Pause and Ponder: Defining Ourselves as Critical Thinkers
48(1)
Reflection Cues
48(1)
References
49(2)
Why Is Critical Thinking So Important?
51(24)
Why Questions and Thinking
52(1)
Why the Growing Interest in CT?
53(3)
The Big Picture of Why Thinking Is Important
56(2)
Why Is CT Important to the Primary Stakeholders?
58(8)
Why Is CT Important to the Other Stakeholders?
66(3)
What More Can Be Done to Emphasize Why CT Is Important?
69(3)
Pause and Ponder: Why Do You Think CT Is Important?
72(1)
Reflection Cues
72(1)
References
73(2)
The How, When, and Where of Critical Thinking for Clinicians and Educators
75(20)
Current Challenges and Solutions for Healthcare Delivery
76(2)
Critical Thinking and Competencies
78(1)
A Picture of Changes in Healthcare Delivery and Education
78(9)
Techniques to Promote Thinking and Knowledge Processing
87(5)
Pause and Ponder: Think Ahead to Change
92(1)
Reflection Cues
92(1)
References
93(2)
Critical Thinking and Patient-Centered Care
95(20)
Changing Patient-Provider Relationships
96(1)
Patient-Centered Care and CT
97(2)
Assessing Patient Readiness, Willingness, and Ability to Participate in CT
99(1)
Helping Patients with Their Thinking Processes
100(6)
How to Merge Our Thinking with Patient Thinking
106(3)
Are There Negatives to Patient-Centered Care?
109(2)
Pause and Ponder: Where Is the Balance?
111(1)
Reflection Cues
112(1)
References
113(2)
Critical Thinking and Interdisciplinary Teams
115(28)
Links between CT and IDT
116(1)
IDT Yesterday and Today
117(9)
What Interferes with IDT Thinking?
126(3)
How Is Thinking Different in IDT?
129(8)
Cultivating IDT Thinking for Clinicians and Educators
137(3)
Pause and Ponder: Future Implication of IDT Thinking
140(1)
Reflection Cues
140(1)
References
141(2)
Critical Thinking and Evidence-Based Practice
143(28)
Historical Overview of EBP
147(2)
Why Is EBP So Important?
149(1)
Clinicians: On What Is Your Practice Based?
149(1)
Educators: On What Do You Base Your Teaching?
150(1)
Links between Critical Thinking and EBP
151(10)
Big, Small, Individual, and Group Moves toward EBP
161(2)
One Nurse's Story of Successful EBP
163(3)
Pause and Ponder: Where Should Our EBP Thinking Go?
166(1)
Reflection Cues
166(1)
References
167(4)
Critical Thinking and Informatics
171(26)
The Context of Old Nurses and Young Informatics
171(2)
Healthcare Informatics Evolution
173(2)
Critical Thinking and Health Informatics
175(17)
Challenges of Informatics
192(1)
Pause and Ponder: Health Informatics and the Future
193(1)
Reflection Cues
193(1)
References
194(3)
Critical Thinking and Quality Improvement
197(34)
Scope of the Quality Problem
197(2)
Brief History of Quality Improvement
199(3)
Relationship between Quality and CT
202(1)
Re-Thinking Quality Improvement
203(3)
IOM Criterion #1
206(2)
IOM Criteria #2 and #3
208(4)
IOM Criterion #4
212(9)
IOM Criterion #5
221(2)
Summary of the Five IOM Criteria for Quality Improvement
223(4)
Pause and Ponder: Guardians of Quality Improvement
227(1)
Reflection Cues
227(1)
References
228(3)
Thinking Realities of Yesterday, Today, and Tomorrow
231(22)
Why Is Change So Necessary?
231(2)
What Kinds of Change Are We Talking About?
233(1)
Implications of Living with Constant, Complex Change
234(1)
Thinking for Effective Change
235(2)
Emergent, Necessary Patterns of Change in Thinking and Learning
237(10)
How One Nurse's Thinking Helped Her Meet the 5 IOM Competencies
247(2)
Pause and Ponder: The Hard Work of Thinking
249(1)
Reflection Cues
250(1)
References
250(3)
Assessing Critical Thinking
253(24)
Clarification of the Words Assessment and Evaluation
254(1)
The Relevance of CT Complexity to Assessment of CT
255(1)
The Cart Before the Horse Problem with Assessing CT
256(2)
Linking Teaching, Learning, and Practicing CT with Assessment of CT
258(4)
One Suggestion for a Realistic Quantitative Method to Assess CT in Nursing without Losing CT's Complexity
262(2)
Other Specific Tactics for Assessing CT
264(5)
Assessment Methods for Specific Dimensions of CT
269(5)
Pause and Ponder: Assessment Is Not an End Unto Itself
274(1)
Reflection Cues
274(1)
References
275(2)
Appendix A: Critical Thinking Inventory 277(6)
Appendix B: Index of Tactics 283(2)
Index 285

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