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<TABLE CELLSPACING=0 CELLPADDING=0><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=80></TD><TD>List of figures</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>vi</TD><TD></TD></TR><TR><TD>About the authors</TD><TD WIDTH=40></TD><TD VALIGN=TOP>viii</TD><TD></TD></TR><TR><TD>Introduction: Critical thinking in the long-term care setting</TD><TD WIDTH=40></TD><TD VALIGN=TOP>x</TD><TD></TD></TR><TR><TD>Back to basics</TD><TD WIDTH=40></TD><TD VALIGN=TOP>x</TD><TD></TD></TR><TR><TD>Critical thinking and the long-term care setting</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xi</TD><TD></TD></TR><TR><TD>Assessment</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xii</TD><TD></TD></TR><TR><TD>Treatment and management of resident care</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xiv</TD><TD></TD></TR><TR><TD>Discharge and implications to long-term outcomes</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xvi</TD><TD></TD></TR><TR><TD>Encouraging the development of critical thinking in long-term care nurses</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xviii</TD><TD></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Defining critical thinking</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Why critical thinking?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Becoming a professional nurse</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>So what is critical thinking?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>2</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>New graduate nurses and critical thinking</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>7</TD><TD VALIGN=TOP>(10)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Why don't new graduates think critically?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>7</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>New graduates' levels of development</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>10</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Prioritization</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>10</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Identifying worst-case scenarios, stereotypes, and expected abnormal findings</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>13</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Ongoing development</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>15</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The critical-thinking classroom</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>17</TD><TD VALIGN=TOP>(32)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Critical thinking can be taught</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>17</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Background preparation</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>17</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Setting the stage</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>19</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Classroom content</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>21</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Classroom processes</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>27</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Instructional approach and style</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>28</TD><TD VALIGN=TOP>(21)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Orientation: Bringing critical thinking to the clinical environment</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>49</TD><TD VALIGN=TOP>(18)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Moving from the classroom to the bedside</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>49</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Beginning with orientation</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>51</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>The role of preceptors</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>54</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Teachable moments</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>57</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Handling judgment or action errors during orientation</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>61</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Orientation sets critical-thinking expectations</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>64</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Nursing practice that promotes and motivates critical thinking</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>67</TD><TD VALIGN=TOP>(10)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Maintaining momentum</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>67</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Nurse managers and staff educators</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>68</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Making critical thinking part of the culture</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>70</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Novice to expert: Setting realistic expectations for critical thinking</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>77</TD><TD VALIGN=TOP>(10)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Setting realistic expectations</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>77</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Novice to competent: New graduate nurses</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>78</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Greatest challenges for new graduate nurses</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>79</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Competent to expert: Experienced nurses</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>82</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Measuring critical thinking in daily practice</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>84</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Applying critical thinking to nursing documentation</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>87</TD><TD VALIGN=TOP>(10)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Turning critical thinking into critical writing</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>87</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Examples of critical writing skills for long-term care nursing</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>91</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Relating critical thinking to its higher purpose</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>97</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Resources and tools</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>99</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD>Resources and further reading</TD><TD WIDTH=40></TD><TD VALIGN=TOP>99</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD>Additional sample questions</TD><TD WIDTH=40></TD><TD VALIGN=TOP>103</TD><TD></TD></TR></TABLE>

xix, 128 pages : illustrations ; 28 cm + 1 CD-ROM (4 3/4 in.)

Critical thinking in long-term care nursing : skills to assess, analyze, and act