Pediatrics

Critical Thinking in the Pediatric Unit: Skills to Assess, by HCPro, Shelley Cohen RN MSN CEN

By HCPro, Shelley Cohen RN MSN CEN

The pediatric unit is a fancy surroundings, requiring nurses to reveal distinctive abilities and skills but there's little or no literature on hand for pediatric execs. With serious pondering within the Pediatric Unit: abilities to evaluate, learn, and Act, you are going to elevate the traditional nursing perform and train medical care services tips on how to functionality at the next point via constructing nurses severe pondering skills. severe considering within the Pediatric Unit is a brand new, easy-to-read source that explains the rules of serious considering and the way to inspire nurses to exploit serious considering equipment. This crucial ebook covers the best way to lead lecture room periods education new graduate nurses and skilled nurses in constructing severe pondering abilities, together with winning school room strategies and studying ideas. it is usually workbooks and handouts to complement lecture room studying. serious considering within the Pediatric Unit offers ideas for managers and nurse educators to take advantage of in constructing severe pondering talents in the course of orientation and past and comprises instruments and assets for ongoing improvement.

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Extra info for Critical Thinking in the Pediatric Unit: Skills to Assess, Analyze, and Act (Critical Thinking (HcPro))

Sample text

4°F (38°C). d. Patient with pneumonia being treated with IV antibiotics for one day. Today’s WBC is 14,000mm3. Answer: The intended answer is C because immunocompromised patients present with suppressed symptoms. Follow-up discussion could include the difference if A was hypoglycemic, normal side effects of potassium infusions, and the fact that D is already being treated. However, discussion should also include the need to look at trends. If this was the patient’s third day on antibiotics and the WBC is the same or increasing, we need to initiate action toward consideration of changing antibiotics.

It can be particularly effective to wait and not respond even when the right answer is given. This prevents learners from becoming good at reading the instructor rather than thinking about the issue. Alternatives include confirming the answer, but asking the person to defend it or to play the devil’s advocate with the correct answer. In the teaching scenarios, break the information down to what is essential, and also compare similarities or differences with a known concept. “How is this different from .

Just as important is “how” to teach—determining the best way to communicate the information so learning takes place. ” Teaching is not pouring wisdom into passive listeners. The teacher is a guide for active participation through a learning experience. Watch the audience’s responses. That is the only way to perceive the need to repeat material, vary the presentation, or illustrate the content’s application for this group. Consider the learner’s motivation Why will attendees be motivated to learn?

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