ATI Knowledge And Clinical Judgement Drills

b. Nursing research d. Discipline-specific research Nursing knowledge is based on both nursing research and research conducted by other disciplines whose knowledge is used in nursing practice. Intuition is knowing or sending something without the use of cognitive processes and as such does not provide a basis for nursing knowledge. And while a significant part of a client's plan of care is prescribed by the provider, these prescriptions do not contribute to nursing knowledge. Agency policies should be based on best practices and as such reflect nursing knowledge. However, since knowledge must be based on research or evidence, agency policies do not provide the basis for nursing knowledge.

c. Quality and Safety Education for Nurses (QSEN) The Quality and Safety Education for Nurses (QSEN) project responded to the Institute of Medicine's (IOM) recommendations for nursing education which were made based on the current and anticipated health care needs of our society. The American Nurse's Association (ANA) and National League for Nursing (NLN) are professional nursing organizations. The National Comprehensive Licensure Exam for Nursing (NCLEX) is the organization that develops the licensure exam that graduates of nursing must pass in order to become licensed.

d. Physiology and pathophysiology Knowledge of physiology and pathophysiology is essential to predict client needs and anticipate change in the health status of a client. Specific knowledge of nutrition plays a role in both health promotion and disease prevention, and it can assist the nurse to promote health, as well as conduct nutritional screenings and assessments. Knowledge of mathematics is used to calculate drug dosages, convert weight, and determine intravenous flow rates. It is also used in the calculation of intake and output and to determine nutritional needs and a percentage of weight loss or gain. Knowledge of legal issues that impact nursing is used to protect the public, as well as the nurse. Additionally, ethical issues are frequently encountered in healthcare, and knowledge of these issues will assist the nurse in begin prepared to respond when encountering a dilemma, as well as know where to seek guidance in such situations.

1. = c. 2. = a. 3. = b. 4. = b. 5. = a. 6. = c. Visual learners learn best from strategies that involve sight. Auditory learners learn best by hearing. And tactile learners learn best by touching and doing.

the first step is to skim the reading assignment quickly. When skimming the material be certain to look closely at the headings and subheadings, as well as inspect all graphs, charts, tables, and diagrams. Also be certain to examine illustrations and read the captions for increased understanding. The second step is to look for basic and most important concepts by reading assignments actively. Using a highlighter or pencil to underline or highlight keywords and phrases, placing an asterisk by the most important concepts, and indicating content questions using a question mark will assist in reading actively. The third step is to ask questions while reading the assignment. This can be accomplished by converting headings and subheadings into who, what, when, where, why, and how questions to be answered later from reading, or by asking questions such as "What are the major manifestations of this disease process?" or "What are the goals and priority interventions for a client who has this disorder?" The fourth step is to stop and think or reflect at regular intervals. At the end of each chapter or section be certain essential details of the reading can be recalled by stopping and thinking. Additionally, reciting the main points of the reading from memory, as well as rephrasing the major concepts can be beneficial. The fifth step is to periodically review the readings. Reviewing periodically can help to increase retention of the material. It is important to always review new material just after learning it, as well as at various times.

c. Develop a written or electronic schedule d. Allow time for personal rewards e. Study at regular intervals Developing a written or electronic schedule, allowing time for personal rewards, and studying at regular intervals are all strategies that can be used to enhance management of time. Avoiding the over-estimation of time needed to complete projects and completing tasks entirely just prior to a due date are not effective methods of time management. When developing a plan for success and to improve your time management it is better to over-estimate instead of under-estimating the amount of time that might be needed. Also, tasks should be broken down in to smaller steps and completed over a period of time.

a. Recall e. Comprehension When using foundational knowledge a nurse is only recalling or retrieving information and comprehending that information. If you remember recalling or retrieving information only requires the nurse to remember information or facts that have been previously learned. Comprehending or understanding information requires the nurse to be able to understand the knowledge retrieved and verbalize or use it in some manner. Analysis, interpretation, and evaluation are all critical thinking skills.

1. = a. 2. = e. 3. = c. 4. = d. 5. = b, The critical thinking skill of interpretation requires the nurse to be able to recognize, understand and describe the meanings of written materials, verbal and nonverbal communications, assessment and empirical data, and graphics. The critical thinking skill of analysis requires the nurse to be able to examine, organize, validate, and categorize or prioritize the significance of variables such as signs and symptoms of illness or injury, evidence, facts, research findings, concepts, ideas, beliefs, and points of view. The critical thinking skill of evaluation requires the nurse to be able to assess the credibility of sources of information, strength of evidence, and the relevance, significance, value or applicability of information in relation to a specific situation. The critical thinking skill of inference requires the ability to draw conclusions based on evidence, differentiate between conclusions/hypotheses that are logically or evidentially necessary and those that are merely possible or probable, and to identify knowledge gaps or needs. And the critical thinking skill of explanation requires the nurse to be able to clarify in writing or orally, the assumptions and reasoning processes followed and to justify one's reasoning/conclusion in terms of evidence, concepts, methodologies, or contextual considerations in relation to a conclusion that has been reached.

a. The decision made regarding the course of action a nurse will take to solve a client problem Clinical judgement is the decision made regarding a course of action based on a critical analysis of data when nursing knowledge is applied to a clinical situation. The use of a set of cognitive skills that support higher level thinking is critical thinking. The ability to recall data and determine if it is within or outside the expected parameters is a part of foundational thinking. And the process of analyzing all the elements of a clinical situation to determine their relevance is part of clinical reasoning.

d. Separate relevant from irrelevant data Clinical reasoning requires the nurse to analyze data very closely and separate relevant from irrelevant data. Performing nursing skills based on best practice standards is an important skill of the professional nurse but is not a part of clinical reasoning. Separating higher from lower level learning is not an action that supports clinical reasoning. And while using learning strategies that are appropriate for one's learning style will facilitate learning. It does not contribute to clinical reasoning.