Critical Thinking
Case Studies
Case studies are a terrific way to learn the mechanics of evidence-based practice. Through case study, the student becomes familiar with structured research strategies and important resources, such as the National Guidelines Clearinghouse and the U.S. Preventative Services task force. These are tools that guide best practice. The National Guidelines Clearinghouse contains searchable research-based guidelines that provide insight into pathology, diagnoses, treatments, and plans of care. The U.S. Preventative Services Task force publishes recommendations for clinicians to follow regarding preventative healthcare. If interested, links to both services are provided below.
Cases studies are based on real situations, with supporting data to analyze, upon which an advance practice nursing student must use his training to apply effective clinical solutions. Research on the use of case studies as a teaching tool to develop critical thinking concludes, "Case studies promote active learning; the application of case studies helps students to understanding complex and complicated issues, as well as to parse descriptions of interrelated processes" (Popil, 2010, p. 207).
The case study presented in the 639 class required critical thinking to put together necessary missing pieces of a patient's circumstances and appropriately manage his care. In order to be effective, one must know how to obtain the necessary information relating to the clients chief complaint: the history of the illness, its characteristics, family history, lifestyle, and other factors. The use of guidelines as mentioned above, combined with the understanding of differentials, and the necessary labs and tests to order help to establish a course of action.
The learning outcome of clinical decision-making using evidence based practice is demonstrated by the incorporation of appropriate clinical guidelines and recommendations into the case study patient's plan of care.
Reflective Statement: This case study evidences an understanding of use of critical thinking concepts and tools, such as the guidelines and recommendations. It is the knowledge of, and effective use of these tools that demonstrates a competency in the area of critical thinking.
Popil, I. (2010, June 12). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 21, 207-207. http://dx.doi.org/10.1016/j.nedt.2010.06.0012
Cases studies are based on real situations, with supporting data to analyze, upon which an advance practice nursing student must use his training to apply effective clinical solutions. Research on the use of case studies as a teaching tool to develop critical thinking concludes, "Case studies promote active learning; the application of case studies helps students to understanding complex and complicated issues, as well as to parse descriptions of interrelated processes" (Popil, 2010, p. 207).
The case study presented in the 639 class required critical thinking to put together necessary missing pieces of a patient's circumstances and appropriately manage his care. In order to be effective, one must know how to obtain the necessary information relating to the clients chief complaint: the history of the illness, its characteristics, family history, lifestyle, and other factors. The use of guidelines as mentioned above, combined with the understanding of differentials, and the necessary labs and tests to order help to establish a course of action.
The learning outcome of clinical decision-making using evidence based practice is demonstrated by the incorporation of appropriate clinical guidelines and recommendations into the case study patient's plan of care.
Reflective Statement: This case study evidences an understanding of use of critical thinking concepts and tools, such as the guidelines and recommendations. It is the knowledge of, and effective use of these tools that demonstrates a competency in the area of critical thinking.
Popil, I. (2010, June 12). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 21, 207-207. http://dx.doi.org/10.1016/j.nedt.2010.06.0012
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