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Nursing Strategies for Success. Chapter 5. Successful Intelligence. Two men out hunting. Successful intelligent thinking is BALANCED. Sabiduría. Knowledge vs. Wisdom Knowledge: Gaining information, understanding concepts Wisdom Collected meaning and significance gained from knowledge.
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Nursing Strategies for Success Chapter 5
Successful Intelligence • Two men out hunting
Sabiduría • Knowledge vs. Wisdom • Knowledge: • Gaining information, understanding concepts • Wisdom • Collected meaning and significance gained from knowledge
What is thinking? • Asking questions • Move towards answers
Is there such a thing as a “bad question”? • Yesterday I was at my local COSTCO buying a large bag of Purina dog chow for my loyal pet, Jake, the Wonder Dog and was in the check-out line when a woman behind me asked if I had a dog.
Is there such a thing as a “bad question”? • What did she think I had an elephant? • So since I'm retired and have little to do, on impulse I told her that no, I didn't have a dog, I was starting the Purina Diet again. • I added that I probably shouldn't, because I ended up in the hospital last time, but that I'd lost 50 pounds before I awakened in an intensive care ward with tubes coming out of most of my orifices and IVs in both arms.
Is there such a thing as a “bad question”? • I told her that it was essentially a Perfect Diet and that the way that it works is, to load your pants pockets with Purina Nuggets and simply eat one or two every time you feel hungry. • The food is nutritionally complete so it works well and I was going to try it again. • (I have to mention here that practically everyone in line was now enthralled with my story.)
Is there such a thing as a “bad question”? • Horrified, she asked if I ended up in intensive care, because the dog food poisoned me. • I told her no, I stepped off a curb to sniff apoodle and a car hit me. • I thought the guy behind her was going to have a heart attack he was laughing so hard.
“Only students who have questions are really thinking and learning” • Ask questions that stimulate thought.
“The difference between good science and great science is the quality of the questions posed.” ~ William Hunter
You want to get an A in your anatomy class • Use questions to analyze: • What do I need to memorize this week? • What multiple pathway to learning is my strength? • Come up with creative ideas: • What are different ways to study using my strength? • Apply practical solutions • What ways can I study my anatomy to memorize the body systems? • When will I use these study skills?
Know your purpose! • What are you trying to accomplish? • Are your questions leading you towards that purpose?
Can you get smarter? • “As jogging is to the body, thinking is to the brain.” ~ Nob Yoshigahara (puzzle master)
January 5, 2010Puzzles and Alzheimer's • A new study adds to a growing body of evidence that mentally challenging activities like word games, playing cards, reading and writing may delay the rapid memory loss that occurs with Alzheimer’s disease. • The study involved 488 people who were in their 70s and 80s. All were free from Alzheimer’s at the start. Each participant filled out questionnaires about how often they participated in six leisure-time activities: reading books, magazines or newspapers, writing, doing crossword puzzles, playing board or card games, participating in group discussions or playing music. • “The effect of these activities in late life appears to be independent of education,” Dr. Hall said. “These activities might help maintain brain vitality.”
How can You improve your analytical thinking skills? AKA: Critical Thinking • Gathering information • Analyzing & Clarify • Evaluating for the purpose of • Gaining understanding • Solving a problem • Making a decision
Gather information • (Define your purpose!) • Information • How much do you need? • How much time do you spend gathering? • Is the information relevant?
Analyze & Clarify information • Break information into parts • Separate the ideas • Compare and Contrast • Examine cause and effect* • Look for themes, patterns and categories
Analyze & Clarify information • Examine whether examples support ideas • Distinguish fact from opinion • Subjective Information • Objective Information
Objective information • Is observable, able to be seen, heard or touched, smelled, tasted • Factual • Able to be counted • Able to be described • The same from multiple reporters • is verifiable. Another person can repeat the observation, you can perform some type of test, etc.
Objective language • I saw… • I counted… • I observed… • This is what he did… • This is what it sounded like…
Subjective information • Is opinion, judgment, Assumption, beliefs, rumor or suspicion • Varies from person to person, day to day • Information that can be interpreted differently by other people • is what comes out of the patient or family's mouth.
Subjective language • I feel …
Diabetes Case Study • M.G. is a 58 y/o white female who presents to her primary care physician with a complaint of “tired all the time.” • Height:5’4” • Weight:212 lbs. • It’s been going on for several months, and she doesn’t report any concerns with nighttime sleep. • She doesn’t note any new stress or other life changes, and denies depression or anxiety. • Alcohol consumption is limited to one to two drinks per week, and she quit smoking over 10 years ago. • BP:135/86 • Family history is notable for type 2 diabetes in an older sister; her mother had hypothyroidism and “heart disease.” • The patient also has high cholesterol that she has been trying to treat with “weight loss and exercise.” • She walks about 20 minutes three times weekly when the weather allows. • Lung sounds are clear • Pulse regular and strong • She has been treated for about five years for hypertension with hydrocholorthiazide. • No thyromegaly
Analyze & Clarify information • Examine whether examples support ideas • Distinguish fact from opinion • Subjective vs. Objective • Examine perspective & Assumptions • Bias • Prejudices • Evaluate information
Assess Analytical Thinking Skills • I tend to perform well on objective tests. • People say I’m a “thinker”, “brainy”, “studious”. • I am not comfortable with gray areas – I prefer information to be laid out in black and white. • In a group setting, I like to tackle the details of a problem • I sometimes over think things and miss my moment of opportunity.
Improving creativity • Brainstorming • Divergent thinking • Group think
Improving creativity • Shift your perspective • Challenge assumptions • Take a new and different look • Ask “what if” questions
Improving creativity • Set the stage for creativity • Choose – or create environments that free your mind • Be curious • Give yourself time to “sit” with a question • Believe in yourself as a creative thinker
Improving Creativity • Take risks • Fly in the face of convention • Let mistakes be Okay
Assess creative thinking • I tend to resist rules and regulations. • People say I’m “expressive,” “full of ideas,” innovative. • I break out of my routine and find new experiences • In a group setting I like to toss ideas into the ring • If you say something too risky, I’m all for it.
Improving practical thinking skills • Experience • “Experience is the greatest teacher!” • Benjamin Franklin (Poor Richard's Almanack, Nov. 1743) offered, "Experience keeps a dear school, yet fools learn in no other.“
Practical thinking means action! • Stay motivated • Make the most of your personal strengths • When things go wrong, accept responsibility and reject self pity • Focus on the goal and avoid distractions • Manage time and tasks effectively • Believe in yourself
Assess practical thinking skills • I can find a way around any obstacle • People say I’m a “doer” and “go-to” person “organized”. • When I have a vision, I translate it into steps from A to B to C. • In a group setting, I like to set up the plan • I don’t like to leave loose ends dangling – I’m a finisher.
How is this type of thinking used in Nursing? • NURSING PROCESS!
Overview of the Nursing Process • Consists of 5 steps • Assessment • Diagnosis • Planning • Implementation • Evaluation • Build on each other • Not linear
Nursing process is dynamic and requires creativity in its application • Steps remain the same • Application and results different • Used throughout the life span in any care setting
Small group questions: • How many steps are in the nursing process? • What are the names of each of the steps? • What is the purpose of the nursing process? • In what clinical setting is the nursing process used?
Assessment • Step #1 • Involves • Collecting data (from variety of sources) • Validating the data • Organizing the data • Interpreting the data • Documenting the data
Assessment • Validating the Data • Organizing the Data • Interpreting the Data • Relevant vs. irrelevant • Gaps? • Identify patterns • Document the Data
Small Group Questions Which of the following are objective data and which are subjective data. A. Nausea B. Vomiting C. Unsteady gait D. Anxiety E. Bruises on the right arms and face F. Temperature 101 F
Diagnosis • Step 2 in the nursing process • Formulating a nursing diagnosis • Analysis and synthesis of data
Nursing diagnosis: • “A clinical judgment about individual, family or community responses to actual or potential heal problems / life processes. • A nursing diagnosis provides the basis for selection of nursing interventions to achieve outcomes for which the nurse is accountable.”
