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Health Care: Critical Thinking, Problem Solving, and Study Skills Notes

Critical Thinking

  • Health professionals require critical thinking for quick, clear-minded decision-making in complex patient health scenarios.

  • Critical thinking and problem-solving are related, essential skills for effective performance.

What is Critical Thinking?

  • Critical thinking is a continuous, proactive habit of applying knowledge thoughtfully, rather than relying on rote actions.

  • Definition: A systematic, disciplined, and well-reasoned way to shape one's thinking, based on intellectual standards.

  • Four features in health care:

    • Purposeful and results-oriented.

    • Based on scientific method and healthcare principles; evidence-based judgments.

    • Guided by professional standards and ethics.

    • Self-correcting through reevaluation and a desire for improvement.

Analyzing and Evaluating Information

  • Requires objective analysis to form judgments.

  • Sources: Observations, experience, reasoning, and data from others.

  • Daily use: Gather, analyze, and evaluate information to benefit patient health.

  • Analytical process (patient information): Ask:

    • Main purpose of visit?

    • Most important patient information?

    • Data supporting patient information?

    • Key concepts/ideas related to purpose?

    • Patient's core message?

  • Value: Determine if conclusions are fact-supported.

Page 2: Characteristics of a Critical Thinker

  • Critical thinkers exhibit:

    • Fair-mindedness

    • Autonomy

    • Perseverance

    • Integrity

    • Creativity

    • Humility

    • Confidence

Fair-Mindedness

  • Avoids stereotypes; open to all viewpoints and evaluates them equally (e.g., listening to patients and colleagues before concluding).

Autonomy

  • Thinks independently, forms own conclusions, and evaluates beliefs; questions when reasonable (e.g., trying new ways to gather patient history).

Perseverance

  • Dedicated to finding solutions even for complex issues (e.g., adjusting an exercise plan for a stroke patient).

Integrity

  • Applies rigorous standards of proof to own knowledge (e.g., revising beliefs based on new studies).

Creativity

  • Values traditional but also recognizes when creative solutions are needed (e.g., using bubble-blowing to help a child breathe).

Humility

  • Acknowledges knowledge limits and asks for guidance (e.g., seeking advice from a mentor).

Confidence

  • Trusts the reasoning process to guide actions toward trustworthy conclusions (e.g., proactively scheduling a patient follow-up for a concerning issue).

Improving Your Critical-Thinking Skills

  • Clarify thinking: Determine real meaning, summarize, and confirm understanding.

  • Discipline thinking: Focus on relevant information, avoid illogical leaps.

  • Ask meaningful questions: Use penetrating questions for deeper understanding.

  • Be willing to change your mind: Consider others' views and adjust based on good reasons.

Problem Solving

  • A general framework is often used in health care.

Basic Problem-Solving Approach in Action

  • Five steps:

    1. Identify the problem.

    2. Gather information; identify possible solutions.

    3. Select the best option.

    4. Implement the solution.

    5. Evaluate the results.

  • Example: Patient needs support group but lacks transportation.

    • Problem: Lack of transportation.

    • Solutions: Brainstorm options (ride-share, relative, bus, closer group).

    • Select: Patient chooses bus (enjoys reading).

    • Implement: Try the plan.

    • Evaluate: Reassess; if successful, problem solved; if not, try another solution.

Trial-and-Error Problem Solving

  • Involves testing solutions until one works; inappropriate and dangerous for patient care; emphasizes evidence over guesswork.

Scientific Problem Solving

  • Systematic process in controlled settings. Seven steps:

    1. Problem identification

    2. Data collection

    3. Hypothesis formulation

    4. Plan of action

    5. Hypothesis testing

    6. Interpretation of results

    7. Evaluation

  • Used in laboratory settings (e.g., pharmaceutical contexts).

Intuitive Problem Solving

  • Recognizes intuition's role via pattern recognition or rapid assessment (e.g., nurse intervening before measurable signs for worsening patient).

Study Skills

  • Critical thinking and problem-solving are vital for studying and lifelong learning in healthcare.

  • Four study processes:

    • Refreshing memory.

    • Taking in new information.

    • Organizing and memorizing data.

    • Making connections.

Study Area

  • Choose a distraction-free location.

  • Factors: Minimal interruptions, no distractions (TV, phone), quiet, comfortable temperature, sufficient space, adequate light.

  • Avoid studying in bed.

Lighting

  • Essential, adjustable, even, and not too bright or dim.

Temperature

  • Comfortable range: 65^\circ\mathrm{F} \text{ to } 70^\circ\mathrm{F} (18^\circ\mathrm{C} \text{ to } 21^\circ\mathrm{C}); avoid extremes.

Surroundings

  • Inviting, alert-conducive space.

  • Background music (if not distracting) or white noise can help.

  • Turn off phone; avoid digital distractions.

Daily Preparation

  • Use to-do lists and planners.

  • Review all resources: texts, notes, patient files, test results, peers, mentors.

  • Study in small chunks (e.g., one-hour sessions with breaks).

The Learning Process

  • Beyond short-term memorization; enables recall and application.

  • Begins with information reception.

  • While reading: Ask questions, check comprehension, note main points (bold/italic text), review tables/graphs.

Reception, Perception, and Selection

  • Reception: Taking in information without meaning.

  • Perception: Attaching meaning (e.g., recognizing a sound as an obstruction).

  • Selection: Deciding what information is important to remember.

  • Immediate review assists memory.

  • Working memory: Temporary, limited (5 to 9 chunks).

  • Short-term memory: Lasts about 15 \text{ seconds}; chunking helps.

  • Long-term memory: Durable storage; depends on processing depth and recall frequency.

  • Best way to long-term memory: recall and frequent review.

Techniques to Remember When Memory Fails

  1. Say/write all you can remember.

  2. Recall in a different order.

  3. Recreate the learning environment.

Different Strategies for Learning

  • Make Associations: Link new to familiar; create personal associations (e.g., osteoporosis
    (\rightarrow) Mary
    (\rightarrow) brittle bones).

  • Acronyms and Acrostics: Use first letters (e.g., RICE for musculoskeletal injuries: Rest, Ice, Compression, Elevation; Acrostic for cranial nerves).

  • Flashcards: Term on one side, definition/formula on other; good for self-testing.

  • Music: Melodies trigger memory; create jingles.

  • Study Groups: Explain material to others for deeper understanding.

    • Four C's for success: Committed, Contributing, Compatible, Considerate.

    • Keep groups small (max four-five).

  • Making the Most of the Group Session:

    • Set clear objectives.

    • Prepare in advance.

    • Alternate instruction roles.

    • Stay focused on the task.