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By Lawrence R Robinson
Written by means of a multidisciplinary staff of specialists from the college of Washington/Harborview scientific heart, this quantity is the 1st finished scientific reference on trauma rehabilitation. The publication brings jointly, in a single concise, cohesive resource, all of the crucial functional info from physiatry, orthopaedics, neurosurgery, basic surgical procedure, emergency drugs, rehabilitation nursing, actual remedy, occupational remedy, speech pathology, and prosthetics/orthotics. Chapters hide aggravating mind damage, spinal twine harm, a number of musculoskeletal trauma, nerve-racking amputations, peripheral nerve accidents, and burns. specific realization is given to early rehabilitation interventions through the acute part. A bankruptcy on distinct concerns for pediatric sufferers is usually incorporated.
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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.