TEST BANK CRITICAL THINKING, CLINICAL REASONING AND CLINICAL JUDGEMENT A PRACTICAL APPROACH 7TH EDITION ALL CHAPTERS INCLUDED AND COMPLETE GUIDE.

TEST BANK |




Critical Thinking Clinical
Reasoning and Clinical Judgment:
A Practical Approach
7th Edition
by Rosalinda Alfaro-LeFevre




TEST BANK |

,Critical |Thinking |Clinical |Reasoning |and |Clinical |Judgment |7th |Edition: |A |Practical
|Approach |Test |Bank |by |Rosalinda |Alfaro-LeFevre




Table |of |Contents:

1. |What |are |Critical |Thinking, |Clinical |Reasoning, |and |Clinical |Judgment? 3

2. |Becoming |a |Critical |Thinker 10

3. |Critical |Thinking |and |Learning |Cultures: |Teaching, |Learning, |and |Taking |Tests 18

4. |Interprofessional |Clinical |Reasoning, |Decision |Making, |and |Judgment 30

5. |Ethical |Reasoning, |Professionalism, |Evidence-Based |Practice, |and |Quality |Improvement 42

6. |Practicing |Clinical |Reasoning, |Clinical |Judgment, |and |Decision-making |Skills 66

7. |Interprofessional |Practice |Skills: |Communication, |Teamwork, |and |Self-Management 88

,Chapter |1. |What |are |Critical |Thinking, |Clinical |Reasoning, |and |Clinical |Judgment?
Alfaro-LeFevre: |Critical |Thinking |Clinical |Reasoning |and |Clinical |Judgment |7th |Edition |A
|Practical |Approach |Test |Bank




Multiple |Choice
Identify |the |choice |that |best |completes |the |statement |or |answers |the |question.

1. Which |of |the |following |characteristics |do |the |various |definitions |of |critical |thinking |havein
|common? |Critical |thinking


1) Requires |reasoned |thought
2) Asks |the |questions |why? |or |how?
3) Is |a |hierarchical |process
4) Demands |specialized |thinking |skills

ANS: |1
The |definitions |listed |in |the |text |as |well |as |definitions |in |Box |2-1 |state |that |critical |thinking |requires
|reasoning |or |reasoned |thinking. |Critical |thinking |is |neither |linear |nor |hierarchical. |That |means |that


|the |steps |involved |in |critical |thinking |are |not |necessarily |sequential, |where |mastery |of |one |step |is


|necessary |to |proceed |to |the |next. |Critical |thinking |is |a |purposeful, |dynamic, |analytic |process |that


|contributes |to |reasoned |decisions |and |sound |contextual |judgments.




PTS:1DIF:Moderate |high-level |question, |answer |not |stated |verbatim
KEY: |Nursing |process: |N/A || |Client |need: |SECE || |Cognitive |level: |Analysis

2. A |few |nurses |on |a |unit |have |proposed |to |the |nurse |manager |that |the |process |for |documenting
|care |on |the |unit |be |changed. |They |have |described |a |completely |new |system. |Why |isit |important


|for |the |nurse |manager |to |have |a |critical |attitude? |It |will |help |the |manager |to


1) Consider |all |the |possible |advantages |and |disadvantages
2) Maintain |an |open |mind |about |the |proposed |change
3) Apply |the |nursing |process |to |the |situation
4) Make |a |decision |based |on |past |experience |with |documentation

ANS: |2
|




A |critical |attitude |enables |the |person |to |think |fairly |and |keep |an |open |mind. |PTS:1DIF:ModerateKEY:
|Nursing |process: |N/A || |Client |need: |SECE || |Cognitive |level: |Comprehension


3. The |nurse |has |just |been |assigned |to |the |clinical |care |of |a |newly |admitted |patient. |To |know |how
|to |best |care |for |the |patient, |the |nurse |uses |the |nursing |process. |Which |step |would |thenurse


|probably |do |first?


1) Assessment
2) Diagnosis
3) Plan |outcomes
4) Plan |interventions

, ANS: |1
Assessment |is |the |first |step |of |the |nursing |process. |The |nursing |diagnosis |is |derived |from |the |data
|gathered |during |assessment, |outcomes |from |the |diagnosis, |and |interventions |from |the |outcomes.




PTS:1DIF:Easy
KEY: |Nursing |process: |Assessment || |Client |need: |SECE || |Cognitive |level: |Application

4. Which |of |the |following |is |an |example |of |theoretical |knowledge?
1) A |nurse |uses |sterile |technique |to |catheterize |a |patient.
2) Room |air |has |an |oxygen |concentration |of |21%.
3) Glucose |monitoring |machines |should |be |calibrated |daily.
4) An |irregular |apical |heart |rate |should |be |compared |with |the |radial
|pulse.




ANS: |2
Theoretical |knowledge |consists |of |research |findings, |facts, |principles, |and |theories. |The |oxygen
|concentration |of |room |air |is |a |scientific |fact. |The |others |are |examples |of |practical


|knowledgewhat |to |do |and |how |to |do |it.




PTS:1DIF:Moderate; |high-level |question, |answer |not |stated |verbatim
KEY: |Nursing |process: |N/A || |Client |need: |SECE || |Cognitive |level: |Application

5. Which |of |the |following |is |an |example |of |practical |knowledge? |(Assume |all |are |true.)
1) The |tricuspid |valve |is |between |the |right |atrium |and |ventricle |of |the |heart.
2) The |pancreas |does |not |produce |enough |insulin |in |type |1 |diabetes.
3) When |assessing |the |abdomen, |you |should |auscultate |before |palpating.
4) Research |shows |pain |medication |given |intravenously |acts |faster |than |by |other |routes.

ANS: |3
Practical |knowledge |is |knowing |what |to |do |and |how |to |do |it, |such |as |how |to |do |an |assessment. |The
|others |are |examples |of |theoretical |knowledge, |anatomy |(tricuspid |valve), |fact |(type |1 |diabetes),


|and |research |(IV |pain |medication).


PTS:1DIF:Moderate |high-level |question, |answer |not |stated |verbatim
KEY: |Nursing |process: |N/A || |Client |need: |SECE || |Cognitive |level: |Application

6. Which |of |the |following |is |an |example |of |self-knowledge? |The |nurse |thinks, |I |know |that |I
1) Should |take |the |clients |apical |pulse |for |1 |minute |before |giving |digoxin
2) Should |follow |the |clients |wishes |even |though |it |is |not |what |I |would |want
3) Have |religious |beliefs |that |may |make |it |difficult |to |take |care |of |some |clients
4) Need |to |honor |the |clients |request |not |to |discuss |his |health |concern |with |the |family
|ANS: |3