Critical Thinking TACTICS for Nurses: Achieving the IOM Competencies » (2nd Edition)

Critical Thinking TACTICS For Nurses: Achieving The IOM Competencies Is A Reader-Friendly Guide To Performing, Learning And Evaluating Critical Thinking In All Aspects Of Nursing Care. Award Winning Authors M. Gaie Rubenfeld And Barbara K. Scheffer Draw On Their Research And Expertise In Teaching And Practice To Blend Critical Thinking Components With The Institute Of Medicine's (IOM) Five Core Competencies: Patient-Centered Care, Interdisciplinary Team Work, Evidence-Based Practice, Informatics, And Quality Improvement. Issues Addressed Include Critical Thinking Language And Awareness Enhancement, The Impact Of Critical Thinking On Quality Care, Mentoring The Critical Thinking Of Staff And Students And Designing Performance Criteria For Critical Thinking.

New To This Edition:

Significant Updates And Additional Current References To All 5 IOM Chapters.
New Chapter 10 - Assessing Critical Thinking.
New Chapter 11 - Thinking Realities Of Yesterday, Today, And Tomorrow.
New “Stories” From Practicing Nurses And Others.

Doody Review Services

Reviewer:Vicki Ann Moss, DNSc, MS, BSN, RN(University of Wisconsin-Oshkosh)
Description:This easy to read guide helps nurses learn, apply, and evaluate critical thinking in many settings. The authors "blend the dimensions of critical thinking with the Institute of Medicine's (IOM) five core competencies: quality improvement, patient-centered care, work in interdisciplinary teams, evidence-based practice, and using informatics."
Purpose:The purpose is to bring critical thinking into the real world of healthcare and education through the use of practical examples and activities.
Audience:The audience includes clinicians in many settings, nursing and others, nursing students, and nurse educators.
Features:The 11 chapters cover the who, what, and why of critical thinking. Practice activities in most chapters, labeled "TACTICS," aid readers in reflecting on their personal and professional thinking styles while working on critical thinking exercises. Some of these activities are directed at academics and others are for clinicians.
Assessment:This book is full of information and practical ways to learn, apply, and evaluate critical thinking. Each chapter ends with sections called "Pause and Ponder" and "Reflection Cues," both of which help readers summarize the main ideas. All of the interactive activities make this a valuable resource for educators and clinicians.

Foreword to First Edition vii

Foreword to Second Edition ix

Preface xii

Acknowledgments xvi

Contributors xviii

Chapter 1 Why Critical Thinking? 1

Why Questions and Thinking 2

TACTICS 1-1 Exploring Your Use of Why 3

Why the Interest in CT in Health Care and Healthcare Education over the Last Two Decades? 4

TACTICS 1-2 Exploring Joyce's Thinking 7

The Context of Thinking 7

The Big Picture of Why Thinking Is Important 8

Major Stakeholders and Critical Thinking 9

TACTICS 1-3 Exploring Safe, Effective, and Efficient Care for Mr. Stone 9

TACTICS 1-4 Enhancing Decision-Making Skills and Job Satisfaction Through Professional Integrity 11

What Else Is Needed to Emphasize Why CT Is Important? 18

TACTICS 1-5 Verbalizing CT So Others Will See the Value 20

Pause and Ponder: Why Do You Think CT Is Important 21

Reflection Cues 21

References 22

Chapter 2 What Is Critical Thinking? 25

The Critical Thinking "Bridge" 26

Pebbles on the Metaphorical Bridge 27

TACTICS 2-1 CT Self-Checklist 37

TACTICS 2-2 What Do Great Thinkers Look Like? 42

TACTICS 2-3 Talking and Thinking-A Patient Scenario 43

Pause and Ponder: Conclusions About What CT Is 44

Reflection Cues 45

References 45

Chapter 3 Who Are the Critical Thinkers? 47

Clinicians 48

Educators 48

Other Thinkers Who Interact with Clinicians and Educators 49

Selected Factors That Affect Critical Thinkers 49

TACTICS 3-1 Cultural Influences on Thinkers 58

TACTICS 3-2 Environmental Factors Influencing Thinkers 61

Pause and Ponder: Defining Ourselves as Critical Thinkers 62

Reflection Cues 63

References 64

Chapter 4 Institute of Medicine Competencies as a Context forThinking: The How, When, and Where of Critical Thinking 67

Current Challenges and Solutions for Healthcare Delivery 67

Critical Thinking and Competencies 72

A Picture of Changes in Healthcare Delivery and Education 72

TACTICS 4-1 Promoting CT or Knowledge-Seeking Behavior 78

Techniques to Promote Thinking and Knowledge Processing 82

TACTICS 4-2 Reflection in Action 86

Pause and Ponder: Think Ahead to Change 87

Reflection Cues 87

References 88

Chapter 5 Critical Thinking, Quality Improvement, and Safety 91

Defining Quality and Safety in Health Care and Stakeholder Involvement 92

Deficiency-Free Excellence: What Is the Scope of the Quality-Safety Problem? 94

The Relationships Among Quality, Safety, and Critical Thinking Within a Systems Framework of Structure, Process, and Outcomes 99

Five IOM Criteria Guiding Education and Practice Toward Quality Improvement and Safe Patient Care 106

TACTICS 5-1 Thinking for Criterion #1 107

TACTICS 5-2 Thinking and Effectiveness 110

TACTICS 5-3 Thinking and Efficiency for Mr. Cashin 112

TACTICS 5-4 CT for Assessing Safety 113

TACTICS 5-5 Thinking Through an Adverse Event 119

TACTICS 5-6 Quality Care Through CT 123

Nurses Are "Safety Champions" for Enhancing Quality and Safety Through Thinking 127

Pause and Ponder: Safety Champions of Quality Improvement 127

Reflection Cues 128

References 128

Chapter 6 Critical Thinking and Patient-Centered Care 133

Changing Patient-Provider Relationships 134

Patient-Centered Care and CT 136

Assessing Patient Readiness, Willingness, and Ability to Participate in CT and Patient-Centered Care 137

TACTICS 6-1 Reflect on Your Patients' Habits of the Mind 139

Facilitating Patients' Critical Thinking Skills 139

How to Merge Our Thinking with Patient Thinking 144

TACTICS 6-2 Reflect on Your Validation Remarks 146

Are There Negatives to Patient-Centered Care? 148

A Patient-Centered Care Story 150

Pause and Ponder: Where Is the Balance? 152

Reflection Cues 152

References 153

Chapter 7 Critical Thinking and Interdisciplinary Teams 157

What Is Interdisciplinary Team Work? 158

TACTICS 7-1 Practice-Setting Team Meeting and Thinking 162

TACTICS 7-2 Educator Team Meeting and Thinking 164

What Is Interdisciplinary Team Thinking? 166

TACTICS 7-3 Team Thinking Assessment 169

TACTICS 7-4 Finding The IDT Thinking 171

TACTICS 7-5 Matching Some CT Dimensions with IDT Thinking 175

What Interferes with IDT Thinking? 177

What Cultivates IDT Thinking? 180

Pause and Ponder: Future Implications of IDT Thinking 185

Reflection Cues 185

References 186

Chapter 8 Critical Thinking and Evidence-Based Practice 191

Historical Overview of EBP 194

Why Is EBP So Important? 195

TACTICS 8-1 Clinicians, On What Evidence Do You Base Your Practice? 197

TACTICS 8-2 Educators, On What Evidence Do You Based the Information You Teach? 198

Links Between Critical Thinking and EBP 199

TACTICS 8-3 How Have You Reacted to Past Practice Changes? 209

Big, Small, Individual, and Group Moves Toward EBP 211

TACTICS 8-4 Clinical Practice "Question of the Month" 212

One Nurse's Story of Successful EBP 214

TACTICS 8-5 Find the Thinking and EBP Components in Judy's Story 214

Pause and Ponder: Where Should Our EBP Thinking Go? 216

Reflection Cues 216

References 217

Chapter 9 Critical Thinking and Informatics 221

The Context of Old Nurses and Young Informatics 222

Healthcare Information Evolution 224

The Changing Nature of Informatics 226

Critical Thinking and Health Informatics 228

TACTICS 9-1 Use Your Creativity and Logical Reasoning 229

TACTICS 9-2 Think How Informations Could East Your Life 232

TACTICS 9-3 Take Your Librarian to Lunch 237

TACTICS 9-4 Using Informatics to Improve Teaching Creativity 246

Challenges of Informatics 248

TACTICS 9-5 Finding Kate's Critical Thinking 250

Pause and Ponder: Health Informatics and the Future 252

Reflection Cues 252

References 253

Chapter 10 Assessing Critical Thinking 259

Terminology of Measuring/Assessing Critical Thinking 259

Rationale for Discussing Assessing Last 260

The Challenges of Assessing CT 261

Linking Teaching, Learning, and Assessing of CT 266

An Evidence-Based Quantitative Method To Assess CT in Nursing Without Losing CT's Complexity 270

Examples of Practical Teaching/Learning/Assessing "Tools" of CT from List A in Box 10-2 271

Examples of Practical Teaching/Learning/Assessing "Tools" of CT from List B in Box 10-2 280

Pause and Ponder: Assessment Is Not an End Unto Itself 284

Reflection Cues 285

References 285

Chapter 11 Thinking Realities of Yesterday, Today, and Tomorrow 289

Why Is Change So Necessary? 290

What Kinds of Change Are We Talking About? 291

Implications of Living with Constant, Complex Change 293

Thinking for Effective Change 294

Emergent, Necessary Patterns of Change in Thinking and Learning 295

How One Nurse's Thinking Helped Her Meet the 5 IOM Competencies 305

Pause and Ponder: The Hard Work of Thinking 307

Reflection Cues 308

References 308

Appendix A Critical Thinking Inventory 311

Index 315