NR 526 Week 1 Discussion Encouraging Clinical Thinking
NR526
NR 526
NR 526 Week 1 Discussion: Encouraging Clinical Thinking
Applying Tanner’s
... [Show More] Model of Clinical Judgment as well as current articles on clinical teaching, what evidence-based techniques can you use to foster critical thinking and skill acquisition in students and staff nurses? Please provide at least two techniques that you could use at the bedside.
ANSWER
In Tanner’s Model, there are four features linked to the definition: noticing, interpreting, responding, and reflecting (Cazzell & Anderson, 2016). Based upon Tanner’s model, the first technique that comes to mind is simulation. I work for a teaching facility and simulation is performed during annual skills for all skill sets. Simulation allows the novice and experience nurses to be placed in a situation where it eliminates the safety risk for patients yet allowing them to use their clinical decision making and critical thinking skills to come to a solution regarding the scenario being presented. (Macauley, Brudvig, Kadakia, & Bonneville, 2017). My favorite is the mock code. I work in the medical ICU and we deal with codes all to frequently. The simulation lab allows us to create different cardiac arrest scenarios with visualization of cardiac rhythms which help nurses to address the issue accordingly without repercussion. Also, the mannequin will give details such as the depth and rate ratio of compressions being performed as well.
Huhn (2017) suggest that clinical reasoning/thinking requires one to solve a clinical dilemma without all the pieces of the puzzle. As a preceptor, I have often made the statement “I don’t know how to teach critical thinking skills you either have it or you don’t”. It was pointed out to me recently that I do teach critical thinking by simply asking questions, providing encouragement, and stating “stop second guessing and remember what you learned in nursing school and apply it.” A huge test in the medical field is the fast-paced and technology enhancements made which can prove to be a challenge since the “gold standard” of treatment changes so quickly.
References
Cazzell, M., & Anderson, M. (2016). The impact of critical thinking on clinical judgment during simulation with senior nursing students. Nursing Education Perspectives (National League for Nursing), 37(2), 83-90. doi:10.5480/15-1553
Huhn, K. (2017). Effectiveness of a clinical reasoning course on willingness to think critically and skills of self-reflection. Journal of Physical Therapy Education (American Physical Therapy Association Education Section), 31(4), 59-63. doi:10.1097/JTE0000000000000007
Macauley, K., Brudvig, T. J., Kadakia, M., & Bonneville, M. (2017). Systematic review of assessments that evaluate clinical decision making, clinical reasoning, and critical think changes after simulation participation. Journal of Physical Therapy Educatioon (American Physical Therapy Association, Education Section), 31(4), 64-75. doi:org.chamberlainuniversity.idm.oclc.org/10.1097/JTE0000000000000011 [Show Less]