Critical Thinking in the Operating Room by HCPro, Shelley Cohen RN BS CEN

By HCPro, Shelley Cohen RN BS CEN

The working room (OR) is a fancy, fast-moving surroundings, requiring nurses to exhibit their really expert talents around the preoperative, intraoperative, and postoperative surroundings. elevate the normal of your OR nurses expert nursing perform and educate scientific care companies how you can functionality at the next point through constructing your nursescritical considering talents. construct self belief and competence via serious considering severe pondering within the working Room: abilities to evaluate, study, and Act is a brand new easy-to-read source that explains the foundations of severe considering and the way to motivate nurses to exploit serious pondering tools. This crucial ebook covers find out how to lead school room classes for brand new graduate nurses and skilled nurses to advance severe pondering talents, together with profitable lecture room methods and studying thoughts. It contains studying suggestions, worksheets, and handouts to complement the school room studying. serious considering within the working Room: talents to evaluate, learn, and Act offers recommendations for managers and nurse educators to exploit in constructing serious pondering talents in the course of orientation and past, and comprises instruments and assets for ongoing improvement. advantages for either amateur and professional specialist nurses find out how to improve a tradition of severe pondering, from training new grads via undesirable sufferer results to encouraging skilled nurses by way of atmosphere expectancies. you furthermore mght get a CD with all of the books worthwhile and entirely customizable assets resembling working room -specific review instruments, worksheets, and pattern questions.

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Louis: Mosby/Elsevier. Zimmermann, P. G. 2006. ” Journal of Emergency Nursing 32 (1): 106–109. Zimmermann, P. G. 2006. ” In P. G. Zimmermann and R. D. Herr, Triage Nursing Secrets. St. Louis: Elsevier. Zimmermann, P. G. 2003. ” Journal of Emergency Nursing 29 (3): 256–258. Zimmermann, P. G. 2003. ” Journal of Emergency Nursing 29 (3): 283–286. Zimmermann, P. G. 2002. ” Journal of Emergency Nursing 28 (1): 24–33. Zimmermann, P. G. 2002. ” Journal of Emergency Nursing 28 (6): 574–578. Critical Thinking in the Operating Room ©2008 HCPro, Inc.

Discuss Critical Thinking in the Operating Room ©2008 HCPro, Inc. 25 Chapter 3 shock (possible loss of two liters in the hip), severe anemia (requiring transfusion), aspiration pneumonia, bowel ileus, sepsis, loss of circulation to the leg, dislocation of the prostethesis, or a secondary condition (myocardial infarction). Often, just the technique of bringing known material into the nurses’ conscious awareness helps the process become second nature. Use test questions and illustrative stories Another strategy is to use test questions related to a patient presentation, and find out whether nurses assess for the worst-case scenario.

Louis: Elsevier/Mosby. Tingle, C. A. 2000. ” LSNA Insider ( June). Zimmermann, P. G. 2002. ” Journal of Emergency Nursing 28 (1): 24–33. Zimmerman, P. G. and R. D. Herr. 2006. Triage Nursing Secrets. St. Louis: Elsevier/Mosby. 16 ©2008 HCPro, Inc. Critical Thinking in the Operating Room Chapter 3 The critical thinking classroom By Polly Gerber Zimmermann, RN, MS, MBA, CEN L EARNING OBJECTIVE After reading this section, the participant should be able to • determine classroom strategies to teach, promote, and support the development of critical thinking Critical thinking can be taught The tendency is to view critical thinking as an abstract formula to memorize.

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