By Eleanor V. Vanetzian

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Extra info for Critical thinking: an interactive tool for learning medical-surgical nursing

Example text

He progressed as expected during the next 48 hours. However, the following day, he complained of calf pain and had a positive Homans’ sign. The nurse noted some swelling and tenderness to touch in the area. 6°F orally, his heart rate (HR) was 104, and he was tachypneic. He explained to his nurse that he regretted being unable to carry out the leg exercises in bed as requested. Scenario B Mr. Ryder returned to the orthopedic unit and had an uneventful recovery for the first several days. One evening during his first postoperative week, the nurse noted that he was flushed and warm.

Using Paul’s (1992) framework, students integrate their knowledge of the humanities and natural sciences to develop nursing knowledge. Students have opportunities to practice posing nursing care problems holistically, specifically addressing adults with acute and chronic illnesses. Reasoning, using the elements of thought and applying intellectual standards, is the learning tool used to find acceptable solutions in classroom situations. A. Davis Company Summary and Conclusions This workbook promotes interaction between the learner and the information to be learned.

Specifically, calcium, phosphorus, vitamin D and protein are necessary for producing new bone. Adequate fluid intake will be assessed and provided to the patient to ensure kidney function. Environment Are modifications to this person’s environment needed to enable the person to function in the hospital? At home? Mr. Ryder will use an elevated toilet seat to prevent hip flexion greater than 90 degrees. He may need ramps and a walker to ensure his safety in the hospital and at home. Discussion of Logical Fit Between Subjective and Objective Information Are there missing pieces of information?

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Critical thinking: an interactive tool for learning by Eleanor V. Vanetzian
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