METHODICAL INRUCTION

June 3, 2024
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METHODICAL INSTRUCTION FOR STUDENTS OF THE

INSTITUTE OF NURSING

 

LESSON № _3_ (PRACTICAL – 6 HOURS)

 

Theme: 1. Decision-making and critical thinking in management.6 hours.

 

Aim: 1. To differentiate between problem solving, decision making, and critical thinking. To explore strengths and limitations of using intuition and heuristics as adjuncts to problem solving and decision making.

 

Professional orientation of students: Decision making is often thought to be synonymous with management and is one of the criteria on which management expertise is judged. Much of any manager’s time is spent critically examining issues, solving problems, and making decisions. The quality of the decisions that leader-managers make is the factor that often weighs most heavily in their success or failure.

Decision making, then, is both an innermost leadership activity and the core of management. This topic explores the primary requisites for successful management and leadership: decision making, problem solving, and critical thinking. Also, because it is the authors’ belief that decision making, problem solving, and critical thinking are learned skills that improve with practice and consistency, an introduction to established tools, techniques, and strategies for effective decision making is included. This topic also introduces the learning exercise as a new approach for vicariously gaining skill in management and leadership decision making. Finally, evidence-based decision making is introduced as an imperative for both personal and professional problem solving.

 

 

1. Individual Students Program.

Theme № 1 for the Practical Class on “Decision-making and critical thinking in management”

1.                What is Decision making?

2.                What is Problem solving?

3.                What is Critical thinking?

4.                Case Studies, Simulation, and Problem-Based Learning.

5.                The Marquis-Huston Critical Thinking Teaching Model.

6.                Traditional Problem-Solving Process.

7.                Managerial Decision-Making Models.

8.                The Nursing Process.

9.                The IDEALS Model.

10.           Intuitive Decision-Making Model.

11.           Critical Elements in Decision Making.

12.           Define Objectives Clearly.

13.           Gather Data Carefully.

14.           Use an Evidence-Based Approach.

15.           Generate Many Alternatives.

16.           Think Logically.

17.           Choose and Act Decisively.

18.           Individual variations in Decision Making.

19.           Overcoming individual vulnerability in Decision Making.

20.           Decision Making in organizations.

21.           Decision-Making tools.

 

2. Test evaluation and situational tasks:

a) For the Practical Class on “Decision-making and critical thinking in management”

1. A complex, cognitive process often defined as choosing a particular course of action is:

A.                                 Decision Making

B.                                 Problem solving

C.                                 Critical thinking

D.                                 Simulation model

E.                                  Nursing Process

2. How many steps traditional problem-solving model includes?

A.                           3

B.                           4

C.                           5

D.                           6

E.                            7

3. Name the third step of traditional problem-solving model.

A.                           Identify the problem

B.                           Implement the solution

C.                           Explore alternative solutions

D.                           Evaluate the results

E.                            Gather data to analyze the causes and consequences of the problem

4. How many steps managerial decision-making models includes?

A.                           3

B.                           4

C.                           5

D.                           6

E.                            7

5. Name the fifth step of rational decision-making model.

A.                           Evaluate results

B.                           Implement an action plan

C.                           Research and identify options

D.                           Make a decision

E.                            Compare and contrast these options and their consequences

 

3. Correct answers of test evaluations and situational tasks for Practical Class on “Decision-making and critical thinking in management”:

1. A.  2. E.  3. C.  4. D.  5. B.

 

4. References:

А – Basic:

1.                Elaine La Monica Rigolosi. Management and Leadership in Nursing and Health Care: An Experiential Approach, 2nd Edition. ‒ Publisher: Springer Publishing Company, 2005. ISBN: 0826125255. 432 p.

2.                F.A. Davis Company. Essentials of Nursing Leadership and Management; 5 edition. 2009. ISBN-10: 0803622082. 280 p.

3.                Neil Harris, John Baker, Richard Gray. Medicines Management in Mental Health Care. Wiley-Blackwell, 2009. ISBN: 1405132892. 272 p.

4.                Bessie L. Marquis, Carol J. Huston . Leadership Roles and Management Functions in Nursing: Theory and Application, 7 Edition. L..ncott W..ms & W..kins, 2011. ISBN: 1608316858. 624 p.

5.                Michele Sare, LeAnn Ogilvie. Strategic Planning for Nurses: Change Management in Health Care. J.nes & B.rtlett Publishers, 2009. ISBN: 0763766178. 256 p.

6.                Elaine Marshall PhD RN. Transformational Leadership in Nursing: From Expert Clinician to Influential Leader. Publisher: Springer, 2010. ISBN 10: 0826105289. 360 p.

 

В – Additional:

1.                Harriet R. Feldman, Marilyn Jaffe-Ruiz, Margaret L. McClure, Martha J. Greenberg, Thomas D. Smith, M. Janice Nelson, Angela Barron McBride, G. Rumay Alexander. Nursing Leadership: A Concise Encyclopedia. Springer Publishing Company, 2008. ISBN: 0826102581. 608 p.

2.                Mairead Hickey, Phyllis Beck Kritek. Change Leadership in Nursing: How Change Occurs in a Complex Hospital System. 2011. ISBN-10: 0826108377. 400 p.

3.                Quality Assurance and Management. /Ed. by Mehmet Savsar. InTeO, 2012. ISBN: 9535103783 9789535103783. 435 p.

4.                Jan J. Nyberg. A Caring Approach in Nursing Administration. Publisher: University Press of Colorado, 2010. ISBN 10: 1607320738. 280 pages

5.                Wiley-Blackwell. Practice Nurse Handbook; 4 edition. 2002. ISBN-10: 0632063920. 306 p.

 

5. Methodology of Practical Class. (900-1115)

Theme № 1 for Practical Class on “Decision-making and critical thinking in management”

Work 1.

LEARNING EXERCISE

1. Evaluating Decision Making

Describe the two best decisions that you have made in your life and the two worst. What factors assisted you in making the wise decisions? What elements of critical thinking went awry in your poor decision making? How would you evaluate your decision-making ability?

2. Economic and Administrative Man

Examine the process that you used in your decision to become a nurse. Would you describe it as fitting a profile of the economic man or the administrative man?

 

Work 2.

LEARNING EXERCISE

Considering Critical Elements in Decision Making

You are a college senior and president of your nursing organization. You are on the committee to select a slate of officers for the next academic year. Several of the current officers will be graduating, and you want the new slate of officers to be committed to the organization. Some of the brightest members of the junior class involved in the organization are not well liked by some of your friends in the organization.

ASSIGNMENT: Looking at the critical elements in decision making, compile a list of the most important points to consider in making the decision for selecting a slate of officers. What must you guard against, and how should you approach the data gathering to solve this problem?

 

Work 3.

LEARNING EXERCISE

Examining the Decision-Making Process

You have been a staff nurse for the 3 years since your graduation from nursing school. There is a nursing shortage in your area and many openings at other facilities. In addition, you have been offered a charge nurse position by your present employer. Last, you have always wanted to do community health nursing and know that this is also a possibility. You are self-aware enough to know that it is time for a change, but which change, and how should you make the decision?

ASSIGNMENT: Examine both the individual aspects of decision making and the critical elements in making decisions. Make a plan including a goal, a list of information, and data that you need to gather and areas where you may be vulnerable to poor decision making. Examine the consequences of each alternative available to you. After you have done this, as an individual, form a small group and share your decision-making planning with members of your group. How was your decision making like others in the group, and how was it different?

 

Work 4.

LEARNING EXERCISE

Using Models in Decision Making

Do you use a problem-solving or decision-making model to solve problems? Have you ever used an intuitive model? Think of a critical decision that you have made in the last year. What model, if any, did you use?

ASSIGNMENT: Write a one-page essay about a problem that you solved or a decision that you made this year. Describe what theoretical model, if any, you used to assist you in the process. Determine if you consciously used the model or if it was purely by accident. Did you enlist the help of other experts in solving the problem?

 

Work 5.

LEARNING EXERCISE

Decision Making and Risk Taking

You are a new graduate nurse just finishing your 3-month probation period at your first job in acute care nursing. You have been working closely with a preceptor; however, he has been gradually transitioning you to more independent practice. You now have your own patient care assignment and have been giving medications independently for several weeks. Today, your assignment included an elderly confused patient with severe coronary disease. Her medications include antihypertensives, antiarrhythmics, and beta blockers. It was a very busy morning, and you have barely had a moment to reorganize and collect your thoughts.

It is now 2:30 pm, and you are preparing your end-of-shift report. When you review the patient’s 2:00 PM vital signs, you note a significant rise in this patient’s blood pressure and heart rate. The patient, however, reports no distress. You remember that when you passed the morning medications, the patient was in the middle of her bath and asked that you just set the medications on the bedside table and that she would take them in a few minutes. You meant to return to see that she did but were sidetracked by a problem with another patient.

You now go to the patient’s room to see if she indeed did take the pills. The pill cup and pills are not where you left them, and a search of the wastebasket, patient bed, and bedside table yields nothing. The patient is too confused to be an accurate historian regarding whether she took the pills. No one on your patient care team noticed the pills.

At this point, you are not sure what you should do next. You are frustrated that you did not want to give the medications in person but cannot change this now. You charted the medications as being given this morning when you left them at the bedside. You are reluctant to report this as a medication error since you are still on probation and you are not sure that the patient did not take the pills as she said she would. Your probation period has not gone as smoothly as you would have liked anyway, and you are aware that reporting this incident will likely prolong your probation and that a copy of the error report will be placed in your personnel file. The patient’s physician is also frequently short tempered and will likely be agitated when you report your uncertainty about whether the patient received her prescribed medications. The reality is that if you do nothing, it is likely that no one will ever know about the problem.

ASSIGNMENT: Decide how you will proceed. Determine whether you will use a systematic problem-solving model, intuition, or both in making your choices. How did your values, preferences, life experiences, willingness to take risks, and individual ways of thinking influence your decision?

 

Work 6.

LEARNING EXERCISE

Determining a Need to Know

You are a nursing student. You are also HIV positive as a result of some high-risk behaviors you engaged in a decade ago. (It seems like a lifetime ago.) You are now in a committed, monogamous relationship and your partner is aware of your HIV status. You have experienced relatively few side effects from the antiretroviral drugs you take and you appear to be healthy. You have not shared your sexual preferences, past history, or HIV status with any of your classmates, primarily because you do not feel that it is their business and because you fear being ostracized in the local community, which is fairly conservative.

Today, in the clinical setting, one of the students accidentally stuck herself with a needle right before she injected it into a patient. Laboratory follow-up was ordered to ensure that the patient was not exposed to any blood-borne disease from the student. Tonight, for the first time, you recognize that no matter how careful you are, there is at least a small risk that you could inadvertently expose patients to your bodily fluids and thus to some risk.

ASSIGNMENT: Decide what you will do. Is there a need to share your HIV status with the school? With future employers? With patients? What determines whether there is “a need to tell” and a “need to know”? What objective weighted most heavily in your decision?

 

6. Seminar discussion of theoretical issues. (1145-1315)

7. Student’s independent work (1315-1400).

8. Initial level of knowledge and skills. (1415-1500)

9. Students should know:

Theme № 1 for Practical Class on “Decision-making and critical thinking in management”

1.                 Strengths and limitations of using intuition and heuristics as adjuncts to problem solving and decision making.

2.                 Characteristics of successful decision makers.

3.                 Critical elements of decision making.

4.                 Personal propensity for risk taking.

5.                 The effect of organizational power on decision making.

6.                 Differentiate between the economic man and the administrative man in decision making.

7.                 Differentiate between autocratic, democratic, and laissez-faire decision styles and identify situation variables which might suggest using one decision style over another.

 

10. Students should be able to:

Theme № 1 for Practical Class on “Decision-making and critical thinking in management”

1.                 Differentiate between problem solving, decision making, and critical thinking.

2.                 Select appropriate models for decision making in specific situations.

3.                 Describe the importance of the individual in the decision-making process.

4.                 Select appropriate management decision-making tools that would be helpful in making specific decisions.

 

 

 

 

Methodical instruction has been worked out by:                                             Assoc.Prof. Panchyshyn N.Ya.

 

 

Methodical instruction was discussed and adopted at the Department sitting

____on August, 27th___2012. Minute № _1__

Methodical instruction was adopted and reviewed at the Department sitting

__________201_ . Minute № ___

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