Critical thinking in the obstetrics unit : skills to assess, analyze, and act (Book, 2006) [WorldCat.org]
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Critical thinking in the obstetrics unit : skills to assess, analyze, and act
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Critical thinking in the obstetrics unit : skills to assess, analyze, and act

Author: Shelley Cohen
Publisher: Marblehead, MA : HCPro, 2006.
Edition/Format:   Print book : EnglishView all editions and formats
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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 --
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Responsibility: Shelley Cohen.
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