By HCPro, Inc., Visit Amazon's Shelley Cohen Page, search results, Learn about Author Central, Shelley Cohen,
This booklet is a brand new, easy-to-read source that explains the foundations in the back of serious pondering within the surgical atmosphere and the way to motivate nurses to take advantage of severe pondering equipment.
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Additional info for Critical Thinking in the Perioperative Department
Give new graduates examples and specifically identify what would be the worst complication. Ask them how they would know the worst-case scenario was occurring when dealing with any patient, condition, or scenario. The one-day postoperative patient may be restless due to pain, but has shock been ruled out? How would you do that? This is particularly important to stress during a critical-thinking class, but it should also be brought up again and again. Remember, repetition is the mother of all learning.
This can limit their exposure to more-experienced nurses and they do not realize their deficiencies since their coworkers have similar levels of knowledge and judgment. ” Keep the issue of critical thinking and anticipation of potential patient complications in the forefront. Prioritization Prioritization typically is one of the most difficult aspects for new nurses to learn. They know if something is “normal” or “not normal,” but struggle to know how much importance to attach to these classifications.
Critical Thinking in the Perioperative Depar tment ©2007 HCPro, Inc. 19 Chapter 3 Setting the stage Classroom environment The classroom environment plays a key role in your critical-thinking course. Create an atmosphere that awakens the participant’s whole brain and senses. Communicate, even on a subconscious level, that this is an enjoyable, desirable place and activity. Seating: As much as possible, use a half-circle for small groups, and a fishbone configuration for larger groups. Avoid having a group at a table with stragglers in the row behind.