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Annotated bibliography on critical thinking
Annotated bibliography on critical thinking
Critical thinking and case studies
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Background The medication reconciliation process compares the medications taken by a patient prior to admission to a facility with the medication orders at the facility. The Joint Commission (TJC), the accrediting body for health care organizations, stipulates that the medication reconciliation process must be completed with 24 hours of admission (Sentinel Event Alert, Issue 35, 2006). This process begins with compiling an accurate list of the patient's home medications which are also referred to as prior to admission (PTA) medications. At UCHealth North, it is the job of the Pharmacy Admission Specialist (PAS) to compile and verify this list. The PAS must collect, record and communicate to the provider an accurate list of the patient's PTA medication using every means possible. Problem Description Some Pharmacy Admission Specialist (PAS) have difficulty thinking through what must be done when problems are presented in different contexts. Not only must the PAS interview the patient, verify the information and update the EHR, but the PAS must also determine where to find the information, how much time to devote to finding any single piece of verification, how to input the medication so that it is accurate and clear to the provider and pharmacist, and when to mark the list as "ready for provider" or leave it to be finished the next day with clear indication of what has already been completed. The standard work and practice is continually evolving to meet the demands of patient safety. This complex problem requires critical thinking skills with the ability to use the knowledge acquired in each scenario. Instructional Context UCHealth North is a region within University of Colorado Health, a health care system serving th... ... middle of paper ... ... good theory. Works Cited Abela, J. (2009). Adult learning teories and medical education: a review. Malta Medical Journal, 21(1), 11-18. Brown, M. &. (2000). Critical thinking: Asking the right questions. Upper Saddle River, NJ: Peason Custom Publishing. Facione, P. &. (2007). Talking Critical: Thinking. Change, 39(2), 38-45. Jozwiak, j. (2004). Teaching Probelm-Solving Skills to Adults. MPAEA Journal of Adult Education, 33(1), 19-34. Knowles, M. S. (1980). The Modern Practice of Andragogy: From Andragogy to Pedagogy. New York: Follett. Knowles, M. S. (1998). The Adult Learner. Houston: Gulf. Moore, K. (2010). The Three-Part Harmony of Adult Learning, Critical Thinking, and Decision-Making. MPAEA Journal of Adult Education, 39(1), 1-10. Woodward. (2007). Using Adult Learning Theory for New-Hire Training. MPAEA Journal of Adult Education, 36(1), 44-47.
The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
Some method such as audits, chart reviews, computer monitoring, incident report, bar codes and direct patient observation can improve and decrease medication errors. Regular audits can help patient’s care and reeducate nurses in the work field to new practices. Also reporting of medication errors can help with data comparison and is a learning experience for everyone. Other avenues that has been implemented are computerized physician order entry systems or electronic prescribing (a process of electronic entry of a doctor’s instructions for the treatment of patients under his/her care which communicates these orders over a computer network to other staff or departments) responsible for fulfilling the order, and ward pharmacists can be more diligence on the prescription stage of the medication pathway. A random survey was done in hospital pharmacies on medication error documentation and actions taken against pharmacists involved. A total of 500 hospital were selected in the United States. Data collected on the number of medication error reported, what types of errors were documented and the hospital demographics. The response rate was a total of 28%. Practically, all of the hospitals had policies and procedures in place for reporting medication errors.
I learned a lot from this experience. As I mentioned earlier first time when I saw pharmacist doing medication reconciliation I felt it is difficult task to do and hence I started getting more information about medication reconciliation from my friends and pharmacist whenever I got a chance. I prepared myself before I expose myself in this area, which helped me to gain more confidence when I was performing medication reconciliation with standardized patient. I learnt how important is Pharmacist role in finding and solving medication related discrepancies. From this activity, I learnt that it is very important to communicate effectively with patients and other health care providers. If I am unable to communicate properly I will not be able to
Computerized Physician Order Entry (CPOE) allows physicians to electronically enter their patients’ medical orders into the EHR. These orders can then be viewed by other departments and healthcare professionals on a secured network. This system also contains safety alerts and offers permanent record keeping. CPOE was put into place to reduce the risk of medication errors and improve the safety of patient care practices. In order to reduce medication errors and improve patient safety the system was designed to have alert and signaling features to let the nurse know there is a medication safety issue. These safety issues result when there is an error in the six rights of medication administration. The six rights are; right patient, right drug, right dose, right route, right order, and right time. For example, the wrong dose of medication would alert the nurse that the dose does not match the physicians’ orders, preventing potential harm to the patient. Another example would be administering a medication outside the specified time frame. This would alert the nurse to hold the medication and investigate further. If the nurse decides to continue giving the medication they must specify their reasoning for giving i...
Responsibility and accountability become important when medical staff gives or doses patients with medication. The chance for making a medication error presents itself at all times. Those passing medications must follow established policies and procedures developed and laid forth by t...
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. San Fransisco, CA: Jossey-Bass.
The main body of the essay will discuss and differentiate andragogy from pedagogy, and how I might use Knowles’s theory in future training.
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
John Wiley & Sons, Inc. University of Phoenix, (2000). Critical Thinking: Strategies in Decision Making. (Module) MGT 350.
Critical thinking is a skill that all humans possess, however, it is more prevalent in some than others because people learn over time how to hone their critical thinking skills over time. When someone thinks critically they must evaluate and analyze in order to form an opinion; as learned in this week’s lessons, “[c]ritical thinking is a learned skill” (Ellis, 2013). Throughout this module we have learned critical thinking has taught people to overcome preposterous ideas and allowed civilization to find truth and turn from deception. With critical thinking, there are six distinct steps which provide the foundation of critical thinking, they are Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Each step is an important building block to the
Andragogy, the art and science of teaching adult learners is a theory most closely associated with Malcolm Knowles. Andragogy unites the student and teacher, allowing a partnership to blossom in the classroom. The teacher has a role that is more of a tour guide and less of the authoritarian. The teacher allows adult students to experience the education as opposed to observe one. Andragogy instruction is not fully content based, but focuses on the process of education, it is not just what you learn, but also how you learn. According to Mr. Malcolm Knowles (1984), five main aspects of Andragogy are:
As the world and technology evolves rapidly, it is becoming more and more essential to obtain critical thinking skills to bring about readiness to meet the impeding challenges. Within Yang and Chung experimental study they cite several articles on the teaching of critical thinking. They begin by defining the definition of Critical Thinking; Ennis (1998) defines critical thinking as a ‘reasonable reflective thinking that is focused on deciding what to believe or do’ (Yang, 2009). Kuhn (1991) provides a more global concept in his definitions which deems CT as a ‘form of reasoned argument’ which helps to emphasize both metacognitive and reflective skills that are
Critical thinking is general term given to a wide range of cognitive skills needed to effectively interpret, analyse and evaluate arguments and truth claims, to formulate logical arguments and to make reasonable and sound decisions. It is essential in college education as college students are expected not merely to absorb information and acquire knowledge but to question, examine and evaluate the ideas and information presented to them (Francis N. Evangelista, 2007, Critical Thinking: A college Student’s Introduction to
Rudd, R. (2007). Defining critical thinking. Techniques: Connecting Education & Careers, 82(7) 46-49. Retrieved December 9, 2007, from EBSCOhost database.
Critical thinking regularly involves the capability to interpret information and make knowledgeable decisions based on such information. Additionally, problem solving is frequently theorised as the use of critical thinking skills towards the effective solution of a specific problem or towards a specific end goal. Critical thinking is the disciplined art of ensuring that you use the best thinking you are capable of in any set of circumstances. The general goal of thinking is to figure out some situation” (Critical Thinking, 2001, p.1), solve some problem, answer some questions, or resolve some issue. It also is a process in which a person pursuits reliable and pertinent information about the world. Critical thinking is often described as reasonable, ruminative, trustworthy, and a well-practiced form of thinking that assists people with deciding what they should believe in and what actions should be taken. A practiced critical thinker will ask good questions, collects pertinent data, categorizes common characteristics, logically reasons with the new data and then he or she will come to a trustworthy and dependable conclusion. Critical thinking makes use of many processes and procedures. Some processes include but is not limited to asking questions, making judgments, and identifying