By HCPro, Shelley Cohen RN MSN CEN
The pediatric unit is a fancy surroundings, requiring nurses to exhibit exact abilities and skills but there's little or no literature on hand for pediatric pros. With serious considering within the Pediatric Unit: abilities to evaluate, learn, and Act, you are going to increase the traditional nursing perform and train scientific care prone the best way to functionality at a better point by means of constructing nurses severe pondering talents. severe pondering within the Pediatric Unit is a brand new, easy-to-read source that explains the foundations of serious pondering and the way to motivate nurses to exploit severe considering tools. This crucial e-book covers the best way to lead lecture room classes education new graduate nurses and skilled nurses in constructing severe considering abilities, together with winning lecture room strategies and studying thoughts. additionally it is workbooks and handouts to complement lecture room studying. severe pondering within the Pediatric Unit presents ideas for managers and nurse educators to take advantage of in constructing serious considering talents in the course of orientation and past and contains instruments and assets for ongoing improvement.
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Additional resources for Critical Thinking in the Pediatric Unit: Skills to Assess, Analyze, and Act
Use lively pop music with a distinct beat you can dance to—it will pump up the energy in the room. Frequent breaks: Experts recommend taking a five-minute “exercise” break every 40–50 minutes, but it’s even more effective to take a one-minute break every 25 minutes or so. Set a kitchen timer and, when it dings, announce that it’s time for a break and turn on the music. Encourage general arm stretching, walking around, etc. Indicate participation is optional. 20 ©2007 HCPro, Inc. Critical Thinking in the Pediatric Unit The critical thinking classroom After one minute, turn off the music and start class, usually with a joke.
Question: Which patient should the nurse take care of first? a. ” b. Patient with deep-vein thrombosis complaining of shortness of breath. c. Patient with low-back pain complaining that it radiates down the right leg. d. Patient with chronic arterial insufficiency complaining of leg pain while walking. Answer: B Critical Thinking in the Pediatric Unit ©2007 HCPro, Inc. 1 Patient demographics Presence of other risk factors increase this patient’s priority • Elderly (decreased immunity, decreased reserves to fight other stresses) • Very young (decreased immunity) • Altered immunity (leukemia, HIV+ or AIDS, taking steroids, splenectomy) • Transplanted organs (risk of electrolyte imbalance, immunosuppressed) • Multiple comorbidities (especially diabetes because less immunity) • Pregnancy (risk to fetus) • Reaction that has a potential to worsen (overdose, allergic response) Avoid exposure of susceptible individuals.
The nurse notes the victim has bright red blood spurting from the shoulder and a detached arm is lying at the patient’s side. The right leg is turned 180 degrees, facing backwards. The nurse should first a. apply direct pressure to the source of the spurting blood. b. assess for a pedal pulse in the deformed leg. c. check for a carotid pulse d. verify that the airway is open. Answer: D Remember to avoid WHO rather than “what” Just because someone is more demanding or “ranked” higher should not distract from a more urgent patient need.