A User Friendly Guide to Successful Implementation of Care Mapping

Author(s):  
Carrie Ann Arena-Marshall

The goal of care mapping in the clinical setting in undergraduate nursing education is to determine the student's ability to collect, present, and connect relevant data points in order to evaluate and understand the medical plan of care and to develop a priority based nursing plan of care. This same process can be utilized across all health science education programs. The purpose of this chapter is to share how the author has modified the traditional concept map tool to a more user friendly format and to present a process of implementation that may be used in the clinical setting as part of any undergraduate health science program. The benefits of such an implementation are that of more enriched learning to include the development of critical thinking skills, the use of a common sense approach, and the recognition of the patient as a holistic being.

Author(s):  
Carrie Ann Arena-Marshall

The goal of care mapping in the clinical setting in undergraduate nursing education is to determine the student's ability to collect, present, and connect relevant data points in order to evaluate and understand the medical plan of care and to develop a priority based nursing plan of care. This same process can be utilized across all health science education programs. The purpose of this chapter is to share how the author has modified the traditional concept map tool to a more user friendly format and to present a process of implementation that may be used in the clinical setting as part of any undergraduate health science program. The benefits of such an implementation are that of more enriched learning to include the development of critical thinking skills, the use of a common sense approach, and the recognition of the patient as a holistic being.


BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.


2012 ◽  
Vol 17 (4) ◽  
pp. 348-360 ◽  
Author(s):  
Dawn Dowding ◽  
Russell Gurbutt ◽  
Monica Murphy ◽  
Margaret Lascelles ◽  
Alan Pearman ◽  
...  

The ability to exhibit sound judgement and decision-making skills is a fundamental requirement of undergraduate nursing curricula. In order to acquire such skills, students need to develop critical thinking ability, as well as an understanding of how judgements and decisions are reached in complex healthcare environments. The use of techniques such as problem-based learning, simulation and feedback has been hypothesised to help with the development of critical thinking skills. In addition, a curriculum that incorporates teaching on different ways in which judgements and decisions are reached can potentially help students identify how to avoid errors and mistakes in their clinical practice. Feedback has been shown to be a powerful tool to help with developing decision-making skills; evidence for other approaches to teaching critical thinking and decision-making skills is currently limited. This paper reviews theoretical concepts that provide a framework for decision making in nursing, as well as methods by which it can be taught.


2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0


1997 ◽  
Vol 22 (3) ◽  
pp. 37-39 ◽  
Author(s):  
Janice E. Beeken ◽  
Marcia L. Dale ◽  
Michael F. Enos ◽  
Susan Yarbrough

2009 ◽  
Vol 16 (4) ◽  
pp. 499-510 ◽  
Author(s):  
Lynn Clark Callister ◽  
Karlen E Luthy ◽  
Pam Thompson ◽  
Rae Jeanne Memmott

Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the `real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.


Author(s):  
Mary H Sizemore ◽  
Leslie K. Robbins ◽  
Mary M Hoke ◽  
Diane M Billings

The limited supply of BSN nurses hinders efforts to increase patient care quality and address health disparities. In largely rural and economically disadvantaged areas, associate degree prepared nurses provide the majority of nursing services. To address a statewide need, a BSN Program and 3 ADN Programs formed a partnership to take BSN education to rural and medically underserved areas. This article describes the program planning, implementation, and evaluation using an adapted assessment framework with partnership principles as its foundation. Interactive television, internet education components, local clinical experiences, and distant nursing faculty liaisons were used. The nursing course sequence was completed by 101 of 102 students. Hall's Professionalism Scale, the California Critical Thinking Disposition Inventory, and the California Critical Thinking Skills Test measured the increases found in professional socialization and critical thinking. Use of the adapted theoretical framework represented a strategic approach to developing a distance delivered nursing education program.


2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Genevieve Pinto Zipp Zipp ◽  
Cathy Maher

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is “video based cases”. The use of visually unfolding case-based experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student perceptions of usefulness of the video based case experience in promoting their ability to organize, prioritize, and integrate content knowledge for the development of effective critical thinking skills.


Author(s):  
Sameer Hamdan ◽  
Burcin Isik ◽  
Samar Thabet Jallad

Nowadays, the world has changed from a production source to a services-driven force; there are new challenges and shifts towards meaningful learning, together with rapid technological, socio-economic and environmental changes which call for a specific educational approach that learners need to acquire meaningful knowledge while encouraging them to utilise their knowledge in learning process to develop lifelong learning skills in order to prepare them for a complex future. Creativity in nursing education is an essential competence in fostering nursing learners; as both creative and critical thinking skills are needed to identify issues and create critical solutions to improve learners’ cognitive attributes and reflection and engagement in learning by developing assessment strategies and inspiring internal motivation for lifelong learning during various teaching activities. Therefore, nursing programmes must prepare nurses who can successfully perform in an environment that demands innovative problem-solving. In this context, this paper reviews the impacts of creativity in nursing education.   Keywords: Nursing education, creativity, creative thinking, strategies of creativity


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