$zcPractical $zcApproach $zc7th $zcEdition $zc– $zcby $zcRosalinda $zcAlfaro-LeFevre
Paperback $zcISBN: $zc9780323581257
eBook $zcISBN: $zc9780323594721
Paperback $zcISBN: $zc9780323676922
Table $zcof $zcContents
1. What $zcare $zcCritical $zcThinking, $zcClinical $zcReasoning, $zcand $zcClinical $zcJudgment?
2. Becoming $zca $zcCritical $zcThinker
3. Critical $zcThinking $zcand $zcLearning $zcCultures: $zcTeaching, $zcLearning, $zcand $zcTaking $zcTests
4. Interprofessional $zcClinical $zcReasoning, $zcDecision $zcMaking, $zcand $zcJudgment
5. Ethical $zcReasoning, $zcProfessionalism, $zcEvidence-Based $zcPractice, $zcand $zcQuality $zcImprovement
6. Practicing $zcClinical $zcReasoning, $zcClinical $zcJudgment, $zcand $zcDecision-making $zcSkills
7. Interprofessional $zcPractice $zcSkills: $zcCommunication, $zcTeamwork, $zcand $zcSelf-Management
NEW $zcinterprofessional $zccollaboration $zcfocus!
$zc
, Critical $zcThinking $zcClinical $zcReasoning $zcand $zcClinical $zcJudgment $zc7th $zcEdition $zcA $zcPractical
$zcApproach $zcTest $zcBank
Chapter $zc1. $zcWhat $zcare $zcCritical $zcThinking, $zcClinical $zcReasoning, $zcand $zcClinical
$zcJudgment? $zcMultiple $zcChoice
Identify $zcthe $zcchoice $zcthat $zcbest $zccompletes $zcthe $zcstatement $zcor $zcanswers $zcthe $zcquestion.
1. $zcWhich $zcof $zcthe $zcfollowing $zccharacteristics $zcdo $zcthe $zcvarious $zcdefinitions $zcof $zccritical
$zcthinking $zchave $zcin $zccommon? $zcCritical $zcthinking
1)
Requires $zcreasoned $zcthought
$zc2)
Asks $zcthe $zcquestions $zcwhy? $zcor
$zchow? $zc3)
Is $zca $zchierarchical
$zcprocess $zc4)
Demands $zcspecialized $zcthinking $zcskills
$zcANS: $zc1
The $zcdefinitions $zclisted $zcin $zcthe $zctext $zcas $zcwell $zcas $zcdefinitions $zcin $zcBox $zc2-1 $zcstate $zcthat
$zccritical $zcthinking $zcrequires $zcreasoning $zcor $zcreasoned $zcthinking. $zcCritical $zcthinking $zcis $zcneither
$zclinear $zcnor $zchierarchical. $zcThat $zcmeans $zcthat $zcthe $zcsteps $zcinvolved $zcin $zccritical $zcthinking $zcare
$zcnot $zcnecessarily $zcsequential, $zcwhere $zcmastery $zcof $zcone $zcstep $zcis $zcnecessary $zcto $zcproceed $zcto $zcthe
$zcnext. $zcCritical $zcthinking $zcis $zca $zcpurposeful, $zcdynamic, $zcanalytic $zcprocess $zcthat $zccontributes $zcto
$zcreasoned $zcdecisions $zcand $zcsound $zccontextual $zcjudgments.
PTS:1DIF:Moderate $zchigh-level $zcquestion, $zcanswer $zcnot $zcstated $zcverbatim
KEY: $zcNursing $zcprocess: $zcN/A $zc| $zcClient $zcneed: $zcSECE $zc| $zcCognitive $zclevel: $zcAnalysis
2. $zcA $zcfew $zcnurses $zcon $zca $zcunit $zchave $zcproposed $zcto $zcthe $zcnurse $zcmanager $zcthat $zcthe
$zcprocess $zcfor $zcdocumenting $zccare $zcon $zcthe $zcunit $zcbe $zcchanged. $zcThey $zchave $zcdescribed $zca
$zccompletely $zcnew $zcsystem. $zcWhy $zcis $zcit $zcimportant $zcfor $zcthe $zcnurse $zcmanager $zcto $zchave $zca
$zccritical $zcattitude? $zcIt $zcwill $zchelp $zcthe $zcmanager $zcto
1)
Consider $zcall $zcthe $zcpossible $zcadvantages $zcand
$zcdisadvantages $zc2)
Maintain $zcan $zcopen $zcmind $zcabout $zcthe $zcproposed
$zcchange $zc3)
Apply $zcthe $zcnursing $zcprocess $zcto $zcthe
$zcsituation $zc4)
Make $zca $zcdecision $zcbased $zcon $zcpast $zcexperience $zcwith
$zcdocumentation $zcANS: $zc2
A $zccritical $zcattitude $zcenables $zcthe $zcperson $zcto $zcthink $zcfairly $zcand $zckeep $zcan $zcopen $zcmind.
$zcPTS:1DIF:ModerateKEY: $zcNursing $zcprocess: $zcN/A $zc| $zcClient $zcneed: $zcSECE $zc| $zcCognitive $zclevel:
$zcComprehension
, 3. $zcThe $zcnurse $zchas $zcjust $zcbeen $zcassigned $zcto $zcthe $zcclinical $zccare $zcof $zca $zcnewly
$zcadmitted $zcpatient. $zcTo $zcknow $zchow $zcto $zcbest $zccare $zcfor $zcthe $zcpatient, $zcthe $zcnurse $zcuses $zcthe
$zcnursing $zcprocess. $zcWhich $zcstep $zcwould $zcthe $zcnurse $zcprobably $zcdo $zcfirst?
1)
Assessment
$zc2)
Diagnosis
$zc3)
Plan
$zcoutcomes $zc4)
Plan
$zcinterventions
$zcANS: $zc1
Assessment $zcis $zcthe $zcfirst $zcstep $zcof $zcthe $zcnursing $zcprocess. $zcThe $zcnursing $zcdiagnosis $zcis $zcderived $zcfrom
$zcthe $zcdata $zcgathered $zcduring $zcassessment, $zcoutcomes $zcfrom $zcthe $zcdiagnosis, $zcand $zcinterventions
$zcfrom $zcthe $zcoutcomes. $zcPTS:1DIF:Easy
KEY: $zcNursing $zcprocess: $zcAssessment $zc| $zcClient $zcneed: $zcSECE $zc| $zcCognitive $zclevel: $zcApplication
4. $zcWhich $zcof $zcthe $zcfollowing $zcis $zcan $zcexample $zcof $zctheoretical
$zcknowledge? $zc1)
A $zcnurse $zcuses $zcsterile $zctechnique $zcto $zccatheterize $zca
$zcpatient. $zc2)
Room $zcair $zchas $zcan $zcoxygen $zcconcentration $zcof
$zc21%. $zc3)
Glucose $zcmonitoring $zcmachines $zcshould $zcbe $zccalibrated
$zcdaily. $zc4)
An $zcirregular $zcapical $zcheart $zcrate $zcshould $zcbe $zccompared $zcwith $zcthe
$zcradial $zcpulse. $zcANS: $zc2
Theoretical $zcknowledge $zcconsists $zcof $zcresearch $zcfindings, $zcfacts, $zcprinciples, $zcand $zctheories. $zcThe
$zcoxygen $zcconcentration $zcof $zcroom $zcair $zcis $zca $zcscientific $zcfact. $zcThe $zcothers $zcare $zcexamples $zcof
$zcpractical $zcknowledgewhat $zcto $zcdo $zcand $zchow $zcto $zcdo $zcit.
PTS:1DIF:Moderate; $zchigh-level $zcquestion, $zcanswer $zcnot $zcstated $zcverbatim
KEY: $zcNursing $zcprocess: $zcN/A $zc| $zcClient $zcneed: $zcSECE $zc| $zcCognitive $zclevel: $zcApplication
5. $zcWhich $zcof $zcthe $zcfollowing $zcis $zcan $zcexample $zcof $zcpractical $zcknowledge? $zc(Assume
$zcall $zcare $zctrue.) $zc1)
The $zctricuspid $zcvalve $zcis $zcbetween $zcthe $zcright $zcatrium $zcand $zcventricle $zcof
$zcthe $zcheart. $zc2)
The $zcpancreas $zcdoes $zcnot $zcproduce $zcenough $zcinsulin $zcin $zctype $zc1
$zcdiabetes. $zc3)
When $zcassessing $zcthe $zcabdomen, $zcyou $zcshould $zcauscultate $zcbefore
$zcpalpating. $zc4)
Research $zcshows $zcpain $zcmedication $zcgiven $zcintravenously $zcacts $zcfaster $zcthan $zcby $zcother
$zcroutes. $zcANS: $zc3