Clinical Judgment Final Exam Review
Chapter 1:
1. Patient and caregiver SAFETY WELFARE and must be given top in all critical thinking in health care. PRIORITY
2. While thinking refers to any mental activity, thinking implies reasoning that is purposeful, deliberate, CRITICAL
and focused.
3. Critical thinking and clinical reasoning describe the PROCESS you use to come to a CLINICAL JUDGMENT.
4. Critical thinking often changes, depending on . CONTEXT
5. Developing personal critical thinking characteristics and behaviors, as described by is the foundation for CTIs
critical thinking.
6. ADPIE is the most common reasoning model used among health care professionals.
7. Reasoning is a CYCLE of thinking processes that are fluid and , rather than linear ad step-by-step. DYNAMIC
8. Critical thinking, clinical reasoning, and clinical judgment are guided by professional standards, policies, ETHICS
CODES LAWS, and .
Chapter 2:
1. Major steps to developing critical thinking potential include becoming aware of and learning PERSONALITY
preferences and identifying factors that reasoning. AFFECT
2. Becoming a critical thinker requires DEVELOPING habits that promote critical thinking and habits CHANGING
that deter critical thinking.
3. If you had to choose only one skill to develop to become a critical thinker, it should be COMMUNICATION.
4. Hypotheses are similar to ASSUMPTIONS except that you make them deliberately, rather than subconsciously.
5. Generating hypotheses is an important STARTING point for investigation.
6. Anchoring your mind on the first HYPOTHESIS you think of is a common reasoning error because you fail to
consider alternative ideas and CONCLUSIONS.
7. Your confidence level related to being able to learn specific skills is called . SELF-EFFICACY
8. Goals and objectives usually focus on general ; outcomes focus on specific measurable INTENT RESULTS.
Chapter 3 :
1. Two main steps to teaching others are finding out what they already and determining whether they are KNOW
READY to learn.
2. You demonstrate competency when you are able to do specific skills safely and effectively under VARIOUS
circumstances.
3. Doing well on a test requires you to not only have the required knowledge but also to taking the testPRACTICE
under the condition you’ll experience when you actually take it. SAME
4. With conceptual learning, you identify the ideas before learning the BIG DETAILS.
5. You learn more from simulated experiences when you use to reflect on lessons learned. DEBRIEFING
6. Initiating feedback helps you get FORMATIVE feedback and keeps your educators and leaders informed.
7. Making the most of simulation requires PREPARING for the experience and staying during the CALM
experience and debriefing.
Chapter 4: Part I
1. It’s not so much how nurses think that make them different from other professionals, it’s what they think
ABOUT.
2. Having a nursing frame of mind means staying centered on preventing problems and promoting health by
focusing on the , identifying individual needs, and monitoring WHOLE PERSON RESPONSES to interventions and
life changes.
3. Diagnosis is a PIVOTAL point of reasoning: if you miss problems or risks or misunderstand them, the entire plan
is likely to be FLAWED.
4. Nurses diagnose and manage various health issues, depending on their practice . SCOPE
5. HIT, which includes HER, is a concept that includes a wide range of technologies that store, share, and BROAD
ANALYZE health information.
6. The accuracy of EHR and decision support systems depends on YOUR ability to assess, , and record INTERPRET
your patient’s signs and symptoms.
Chapter 4: Part II
1. Using HER (Electronic Health Records) without ever having CREATED care plans on your own is the same as if
you used a calculator without understanding the concept of addition, subtraction, multiplication, or division.
2. Creating care plans and maps promotes deep personal learning and helps you learn the AND CONCEPTS
PRINCIPLES you need to apply when thinking-in-action.
3. EASE helps you remember the major care plan concept.
4. “Ready, fire, aim” refers to what happens with poor AND .ASSESSMENT PLANNING
5. Clinical reasoning requires using both LOGIC and INTUITION.
6. Predictive care models such as aim to predict and manage risk factors before problems arise.PPMP
7. Communication issues during handoffs are major causes of mistakes and adverse outcomes such as FALLS and
CARE OMISSIONS.
8. When you delegate tasks, you're accountable for made, actions taken, and patient DECISIONS OUTCOMES.
Chapter 5: Part I
1. Ethical reasoning differs from moral reasoning in that it requires you to apply standards rather PROFESSIONAL
than PERSONAL standards.
2. The principle of AUTONOMY focuses on individuals’ rights to self-determination and to make legally acceptable
decisions based on their own values and adequate information that's given free from coercion.
3. The principle of aims to benefit others and avoid harm.BENEFICENCE
4. Treating all people fairly and giving what is due applies the principle of .JUSTICE
5. FIDELITY has to do with keeping promises and not making promises you can't keep.
6. Being honest and telling the truth applies the principle of .VERACITY
7. Keeping information private applies the principle of .CONFIDENTIALITY
8. Accepting responsibility for the consequences of your action applies to the principle of ACCOUNTABILITY.
9. Qualities needed to do the right thing for example, having the courage to advocate for your patients under
difficult circumstances, are called moral VIRTUES.
10. Applying the UTILITARIAN ethics approach means deciding that actions are right when they promote the
greater and wrong when they don't.GOOD
11. Applying the DEONTOLOGICAL approach means deciding that actions are right or wrong based on a rule and
views, regardless of CONSEQUENCES.
Chapter 5: Part II
1. Research is an objective, orderly process that uses data collection and testing conditions.RIGIROUS
2. Aiming to improve safety, efficiency, satisfaction while reducing costs, EPB integrates knowledge from clinical
experts, research, and patient SURVEYS.
3. EBP requires that knowledge be by the systematic study of how evidence from research can beTRANSFORMED
applied in clinical practice.
4. If the clinical practices affect patient outcomes in major or ways, you need strong scientific UNCHANGING
evidence to support their use.
5. QI (Quality Improvement) focuses on continuous improvement by applying to practice.EVIDENCE
6. Nursing-sensitive indicators are outcomes that if there's a greater quantity or quality of nursing care.IMPROVE
7. Value based programs measure quality in four : safety, clinical care, efficiency, and patient DOMAINS
experience.
8. HCAHPS (Hospital Consumer Assessment of Healthcare Providers and Systems) surveys measure patient
SATISFACTION with experience.
