By HCPro Inc., Shelley Cohen RN BS CEN

Serious pondering within the Emergency division: abilities to evaluate, study, and Act is a brand new, easy-to-read source that explains the rules at the back of serious considering and the way to motivate nurses to take advantage of serious pondering tools. This crucial booklet presents ideas for managers and nurse educators to take advantage of in constructing serious pondering abilities, in addition to instruments and assets to exploit in school room education classes. severe considering within the Emergency division covers tips on how to lead lecture room classes on constructing those abilities, together with profitable lecture room procedures and studying options. find out how to increase a tradition of serious pondering, from training new grads via undesirable sufferer results to encouraging skilled nurses by way of surroundings expectancies.

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Extra info for Critical Thinking in the Emergency Department: Skills to Assess, Analyze, And Act

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A patient is lying on the floor, having fallen and hit her head. d. A physician is at the nurse’s station and wants to discuss an order. Answer: C Remember, prioritization does not mean a person’s need is not met. It is first things first so the right care is given to the right person at the right time for the right reason. Source: Polly Gerber Zimmermann, RN, MS, MBA, CEN Critical Thinking in the Emergency Depar tment ©2006 HCPro, Inc. 2 SAMPLE COURSE CONTENT Sample course objectives 1. Identify four mechanisms or thought processes that are examples of critical thinking.

Everyone is influenced by the time in which they were raised, when they developed their mindset, values, priorities, and styles. ” 18 ©2006 HCPro, Inc. Critical Thinking in the Emergency Depar tment The critical thinking classroom Baby Boomers are individuals born between 1946–1964. The average age for registered nurses is 44 to 47 years. Baby Boomers are more likely to act out of a sense of duty and a drive to accomplish. Generation Xers are those born between 1965–1980. ” (as they focus on results); and they want fun.

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 ©2006 HCPro, Inc. Critical Thinking in the Emergency Depar tment 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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