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By Sandra L. Dearholt MS RN, Deborah Dang Ph.d NEA-BC
The beginning position of inner medication, Johns Hopkins college is still a pacesetter within the healthiness care occupation. Johns Hopkins Nursing Evidence-Based perform versions and instructions moment version has been revised and up to date with new case reviews and exemplars. Evidence-Based perform moment variation covers useful directions at the version with exemplars, a query and improvement software, proof score scale, undertaking administration, appraisal varieties, and proof precis files. This booklet is helping nurses, not just comprehend the speculation, but additionally placed it into motion. Evidence-Based perform moment variation is a hand ebook for nurses and a textual content e-book for college students. The proof established perform moment version has improved and better instrument and shape together with extra directions for person value determinations and either study and non-researched-based facts.
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Example text
Siktberg, L. (2005). Validation of critical thinking skills in online responses. Journal of Nursing Education, 44(2), 90-94. American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: AACN. American Nurses Association (ANA). (2010). Nursing: Scope and standards of practice. Washington, DC: ANA. Benner, P. E. (2001). From novice to expert: Excellence and power in clinical nursing practice. (Commemorative edition).
Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23. Coles, C. (2002). Developing professional judgment. Journal of Continuing Education, 22(1), 3-10. Dickerson, P. S. (2005). Nurturing critical thinkers. The Journal of Continuing Education in Nursing, 36(2), 68-72. Dreyfus, H. , & Dreyfus, S. E. (1986). Mind over machine. New York, NY: The Free Press. Eisenhauer, L. , Hurley, A. , & Dolan, N. (2007). Nurses’ reported thinking during medication administration.
The literature suggests that teaching critical thinking and acquiring these skills is best done following the novice stage of development because in the novice stage, nurses are still mastering simple tasks and step-by-step procedures. Analysis and reflection, critical-thinking skills needed for evidence-based practice, develop during later stages in Benner’s model. It is true that these and other critical-thinking skills may increase inquisitiveness, questioning of practice, and inquiry as to the best way to apply new knowledge.