Case Study Reflective Practice

Related Case of reflective practice
Related cases contain ideas very similar to the main concept, but they differ when examined carefully (Walker & Avant, 2005). Tori, a nurse in her first year of practice in the ER, received Betty, a 72-year-old female with diagnosis of high blood pressure. Betty’s medical history consists of hypertension and alcoholism. Betty, who lives alone, was found by her daughter after multiple attempts to reach her mom on the phone. Betty was semi-comatose and apparently intoxicated. Her daughter called 911 and Betty was transported to the ER via ambulance. Due to her hypertension and excessive alcoholism, Betty is frequently admitted to the hospital. Tori’s physical assessment revealed that Betty was alert and oriented

Tom, a critical care step-down nurse, was assigned to take care of Mr. Jones. Tom knew Mr. Jones, whom he had previously transferred to the regular medical-surgical unit. Mr. Jones was being treated for an acute exacerbation of COPD (Chronic Obstructive Pulmonary Disease). He was glad to see a familiar face and was able to build good rapport with Tom, even though he was wearing a BiPap. Mr. Jones suffered from shortness of breath in the BiPap had to be removed for him to eat. His color would become dusky if the BiPap remained off for too long. According to Tom, this was not a new experience for the patient, and he always improved after taking deep breaths. During this episode, Tom felt that Mr. Jones was not looking good, but a check of his vital signs revealed differently, they were within normal limits. Tom felt better about Mr. Jones’s condition. Near the end of the shift, however, Mr. Jones became restless and was complaining of shortness of breath. Tom recalled that when taking care of Mr. Jones previously, he frequently had episodes of anxiety with increased shortness of breath and hypoxia. Tom, using knowledge gained when working in a specialized unit, interpreted the patient’s behavior to be consistent with the theory that patients with chronic lung disease often need a hypoxic drive to sustain respiration. Following

Empirical referents are classes or categories of actual phenomena that, by their existence or presence, demonstrate the occurrence of the concept itself (Walker & Avant, 2005). Several standardized tests are used to measure critical thinking skills of persons in health care and curriculum development. The most common are the Watson-Glaser Critical Thinking Appraisal, California Critical Thinking Skills Test, Ennis-Weir Critical Thinking Essay Test, and the Cornell Critical Thinking Test. In an integrative review of progress in the teaching of critical thinking to students in accredited nursing programs, 20 assessment studies were reported from 1997 to