RNSG 1363 Clinical Decision-Making Study Guide Graded A 2025

TANNERS MODEL: Noticing, Interpreting, Responding, Reflecting NOTICING: - Having a sense of what is happening in the patient’s situation - May include recognition of or absence of expected significant cues from the patient’s response to illness or a medical condition - Includes influences of the nurse’s own health beliefs about patients’ situations and expectations of the work culture forpatient care INTERPRETING: - Using logical reasoning to gain an understanding of a situation and determine appropriate actions RESPONDING: - Includes analyzing a situation and choosing the best course of action - Includes intuitive “knowing” from past similar experiences - Includes using past similar experiences to “make sense” of a present clinical situation - Includes responsive actions by the nurse REFLECTING: - Using cognitive processes to review a clinical situation - Considering the appropriateness of assessment data obtained in the situation, actions taken, and positive and negative outcomes forthe patient - Making mental response adjustments for similar future situations - Learning from actions (done or not done) COMPARING TANNER’S MODEL TO THE NURSING PROCESS: - Noticing = Assessment FOCUS ON THE CUES - Interpreting = Identify The Problem PRIORITIZE DATA, MAKE SENSE OF DATA - Responding = Plan of Care, Goals, Interventions - Reflecting = Evaluation of Interventions WERE THEY EFFECTIVE? DO THEY NEED TO BE REVISED? WHAT OCCURS IN EACH PHASE OF THE NURSING PROCESS? lOMoAR cPSD| 2 - ASSESSMENT Collection, organizing, validating and documenting patients’ assessment data. Begin noting cues and how they may be clustering (update the data).Look for significant cue clusters and patterns (organize the data). Seek more assessment data to clarify cue clusters and patterns (validate data document). Subjective from the patient/family – Objective is observed or measured. - NURSING DIAGNOSIS To formulate the patient’s problem. lOMoAR cPSD| 3 Determine strengths, risks, diagnoses, and problems. - PLAN Utilize the assessment data and problems. Identify to develop goals and select interventions. Goals are patient-centered. - IMPLEMENT Carrying out (delegating). Documenting the planning of nursing interventions. - EVALUATION Have the interventions been effective? If the goal is not met, need to review and revise the plan. Was there a positive/negative influence? WHAT IS CRITICAL THINKING? - All or part of the process of questioning, analysis, synthesis, interpretation, inference, inductive and deductive reasoning, intuition, application, and creativity. - The deliberate nonlinear process of collecting, interpreting, analyzing, drawing conclusions about, presenting, and evaluating information that is both factually and belief based. EXAMPLES OF CRITICAL THINKING SKILLS: Intellect, Creativity, Reasoning, Intuition, Inquiry, Reflection INTELLECT: - Ability to think, understand, reason differentiate facts from opinions, approach situations objectively, clarify concepts clues - Build on clinical knowledge - Understanding data - If you do not know something, be honest and find out CREATIVITY: - Thinking outside of the box - If one way does not work, find another way - Finding unique solutions REASONING: (to be able to walk into a patient’s room and immediately observe significant data, come to a conclusion about the patient and begin appropriate actions). - Deductive Reasoning = starts with general ideas,