Find a copy in the library
Finding libraries that hold this item...
Details
| Material Type: | Internet resource |
|---|---|
| Document Type: | Book, Internet Resource |
| All Authors / Contributors: |
Shelley Cohen |
| ISBN: | 1578398592 9781578398591 9781578398744 1578398746 |
| OCLC Number: | 123052863 |
| Language Note: | English. |
| Description: | xxi, 164 pages : illustrations ; 28 cm + 1 CD-ROM (4 3/4 in) |
| Contents: | Machine derived contents note: List of figures vii -- About the authors ix -- ntroduction: Critical thinking in the obstetrics unit -- B ack to basics xiii -- Critical thinking and the OB setting xiv -- Applying critical thinking vi -- Strategies and attributes of critical thinking in OB nurses xvi -- O B triag e xv ii -- Attributes of critical thinking during triage vii -- Labor and delivery holding area xviii -- Attributes of critical thinking in the L&D holding area xviii -- Labor and delivery (L&D) xviii -- Attributes of critical thinking during labor and delivery xviii -- O perating room xix -- Attributes of critical thinking during the OR xix -- Recovery room xix -- Attributes of critical thinking during the recovery room xix -- Po stp artu m xx -- Attributes of critical thinking during postpartum care xx -- N u rsery x x -- Attributes of critical thinking during the nursery xx -- Home care: Antepartum and postpartum xx -- Attributes of critical thinking during home care xxi -- Patient education classes xxi -- Attributes of critical thinking during patient education classes xxi -- Nursing research xxi -- Attributes of critical thinking during nursing research xxii -- References x. x :, :.i I.. -- Chapter I: Defining critical thinking -- Why critical thinking? 1 -- Becoming a professional nurse 2 -- Benner's stages of growth 2 -- So what is critical thinking? 3 -- Del Bueno's definition of critical thinking 4 -- "References 5 -- Chapter 2: New graduate nurses and critical thinking -- Why don't new graduates think critically? i ·.7 -- Stresseses for new graduatenurses. 7 -- Strategies to minimize stress 9 -- New graduates' levelsof development 10 -- Prior itization , 10 -- Prioritization principles: Assessment 11 -- Prioritization principles: Time management 2 -- Prioritization principles: Administrative 13 -- Identifying worst-case scenarios, stereotypes, and expected abnormal findings 13 -- "Worst-case scenarios 13 -- Stereotypes 14 -- Expected abnormal findings .14 A4 -- Ongoing development 15 -- References , :: Ji- ri t i i 1 .15 -- Chapter 3:The critical thinking classroom 17 -- Critical thinking can be taught 17 -- Background preparation 18 -- Teacher preparation 18 -- Consider the learner's motivation 18 -- Generational differences 18 -- Professional nurses' goals 19 -- Setting the stage 2. I 0 -- Classroom environment 20 -- Classroom content, 21 -- New graduate content 21 -- Teach in the context of clinical application 23 -- Prioritization I I I : 24 -- Strategies to teach prioritization 25 -- Use test questions and illustrative stories 26 -- Classroomrn processes 28 -- Repetition is the mother of all learning ..: ..:r 28 -- Use unfolding case scenarios 28 -- Instructional approach and style 29 -- Cooperative learning 29 -- Multi-sensory learning , 29 -- Effective use of discussion questions for class interaction 30 -- Exude passion, as well as purpose 30 -- References l , , =. 31 -- Chapter 4: Orientation: Bringing critical thinking to the clinical environment 53 -- Moving from the classroom to the bedside 53 -- Beginning with orientation 54 -- Self-assessment 54 -- The role of preceptors , 59 -- How can preceptors teach critical thinking? : 1: , 60 -- Teachable moments 63 -- Evaluating skills 0.69 -- Handling judgment or action errors during orientation 69 -- Remediation , ·.: 71 -- Orientation sets critical-thinking expectations 73 -- Chapter 5: Nursing practice that promotes and moitivates critical thinking 1...75 -- Maintaining momentum 75 -- Nurse managers and staff educators 76 -- Making critical thinking part of the culture 79 -- Job descriptions 79 -- Clinical guidelines 80 -- Policy and procedure 81 -- Performance reviews 81 -- G oal setting 85 -- Chapter 6: Novice to expert: Setting realistic expectations for critical thinking 87 -- Setting realistic expectations 87 -- Novice to competent: New graduate nurses 88 -- Greatest challenges for new graduate nurses 90 -- Coaching new graduates through bad patient outcomes 90 -- Growing collaborative relationships with the medical staff 91 -- Growing collaborative relationships with the interdisciplinary team 92 -- When new graduates fail to reach competent levels of critical thinking 92 -- Competent to expert: Experienced nurses 93 -- Handling experienced nurses who need remediation 94 -- Measuring critical thinking in daily practice 96 -- Chapter 7: Applying critical thinking to nursing documentationl 97 -- Turning critical thinking into critical writing 97 -- Examples of critical writing skills 103 -- Chapter 8: Relating critical thinking to its higher purpose. -- Chapter 9: References and resources 109 -- Resources and further reading 110 -- Additional sample questions 116 -- Nursing education instructional guide 153 -- Continuing education exar 57 -- Continuing education evaluation 163 -- \-^VilLllU ll^ ^VJ- ^dtV-^l \ V l.iU lilJll , , , , , ;,, » » .AU J. |
| Responsibility: | Shelley Cohen. |
| More information: |
Reviews
User-contributed reviews
Add a review and share your thoughts with other readers.
Be the first.
Add a review and share your thoughts with other readers.
Be the first.
Tags
Add tags for "Critical thinking in the obstetrics unit : skills to assess, analyze, and act".
Be the first.
Similar Items
Related Subjects:(14)
- Hospitals -- Maternity services.
- Critical thinking.
- Decision making.
- Judgment.
- Obstetrics and Gynecology Department, Hospital
- Decision Making
- Judgment
- Pensée critique.
- Prise de décision.
- Jugement.
- decision making.
- Gynecology & Obstetrics.
- Medicine.
- Health & Biological Sciences.
