1. Critical Reading Critical Thinking

9. On a Positive Note Nurses should tell everyone what nurses do well Nurses should confine disagreements and conserve energy for important issues

22. DHSR Approved Curriculum-Unit 5 22

23. DHSR Approved Curriculum-Unit 5 23 5.0Define ethics. 5.1List at least six basic rules of ethics for the nurse aide.

24. DHSR Approved Curriculum-Unit 524 Ethics Discipline concerned with right or wrong conduct Guides to moral behavior Making choices or judgments

25. DHSR Approved Curriculum-Unit 5 25 Nurse Aide Ethical Standards Show respect for each resident as an individual Understand the limits of role –Perform only acts for which adequately prepared –Perform acts only within legal scope of nurse aide

26. DHSR Approved Curriculum-Unit 5 26 Nurse Aide Ethical Standards (continued) Carry out assignments to best of ability Be loyal: –Maintain a positive attitude toward institution that employs you –Support co-workers

27. DHSR Approved Curriculum-Unit 527 Nurse Aide Ethical Standards (continued) Be responsible citizen at all times –Respect others –Respect values that differ from yours

28. DHSR Approved Curriculum-Unit 5 28 5.1.2Identify the kind of information that should be kept confidential.

29. DHSR Approved Curriculum-Unit 5 29 Resident information should be kept confidential –Discuss only in appropriate places –Discuss only with proper people –Refer questions from residents about their condition to supervisor Nurse Aide Ethical Standards (continued)

30. DHSR Approved Curriculum-Unit 530 Resident information should be kept confidential (continued) –Refer questions about resident’s death to supervisor –Respect personal religious beliefs Nurse Aide Ethical Standards (continued)

31. DHSR Approved Curriculum-Unit 5 31 Respect privacy of others: –while dressing –while performing personal hygiene –during examination or treatment –during visits with clergy –during visits with spouse or significant other Nurse Aide Ethical Standards (continued)

32. DHSR Approved Curriculum-Unit 532 Put resident’s needs ahead of your own Be sincere, honest and trustworthy in performance of duties –caring and concerned –“golden rule” Nurse Aide Ethical Standards (continued)

34. 34

35. 35 Proposed Enterprise Infrastructure

36. 36 Proposed Local Infrastructure

39. Developing critical thinking  lack of critical thinking can be explained from physiological perspective  previous environment has not encouraged the brain to develop that particular part  need to trigger the part of the brain that has been left unused

40. Where does this leave you? Glad -that it is not you but your environment? Intrigued - want to find out more and especially how to develop this part of the brain? Puzzled - don’t quite believe that it is that simple?

41. Right to be sceptical ! -There’s no proof that we use only 10% of our brains (it’s a widespread myth!). -There’s no link between this myth and critical thinking.

42. Or have you been taken in by: Good standard of language (formal) Scientific perspective Use of widely accepted premise “It is common knowledge …” Reference to experts (Albert Einstein) Quotation from well-known person (Uri Geller) Use of words that establish logical links (therefore, this explains, similarly …)

43. Clues Use of ‘emotional’ words “famous, amazing, well-known …” Appeal to audiences ‘vanity’ (all geniuses) Absence of scientific evidence Mentioning Einstein without giving the source Uri Geller is an entertainer not a brain expert Uri Geller has a vested interest (his livelihood) Flawed reasoning (link between psychic powers and critical thinking)

44. Being critical Being analytical evaluative questioning investigative sceptical challenging (synonyms)

45. Critical Reading & Critical Thinking Critical reading: technique for discovering information & ideas > careful, active, reflective, analytical reading Critical thinking: technique for evaluating information & ideas > reflecting on validity in light of prior reading and understanding of the world

46. Example: Parents are buying expensive cars for their children to destroy them. Critical reading: Who or what is ‘them’? (parents, cars or children?) What evidence is given to support this claim? Critical thinking: Is the chosen meaning (claim) true? Is it a good idea? Who will benefit / lose out from this practice? What will be the impact?

47. Reading Non-critical: text provides facts Reader memorises the facts and key remarks Critical : text provides portrayal facts of one individual’s ‘take’ on the subject matter Reader recognises what is said and how it is said

48. Critical reading techniques Deep or intensive reading techniques surveying the text reading more than once reading in chunks stopping to check comprehension (block- break- review) questioning the text taking notes making comments in the margins identifying a line of reasoning identifying evidence identifying assumptions identifying conclusion … and evaluating these!

49. Tools of critical reading Analysis (to know what to look for) > You have to recognise the aspects of the discussion that control the meaning. Interpretation (what to make of it) > You have to interpret the data and facts, within the text and within the wider context.

50. Tools of critical reading (cont.) Analyse & interpret the author’s portrayal of the topic >> to identify the author’s purpose. Examine the choices the author made concerning: - content - structure - language Consider their effect on the meaning

51. Queen Elizabeth II by unknown 2007 ‘in these fast-moving times’ Queen Elizabeth II by Annie Leibovitz 2007 Queen Elizabeth II by Lucian Freud, 2001 Portrayal of the same subject: But what are the intentions ?

52. Knowledge: starting point, includes both the acquisition of information and the ability to recall information when needed (define, label, list, memorize, order, relate …) Understanding: basic level of understanding, the ability to know what is being communicated in order to make use of the information (classify, describe, discuss, explain, identify, report, review) Application: the ability to use a learned skill in a new situation (apply, demonstrate, employ, illustrate, interpret, sketch, solve, use, write) Analysis: the ability to break content into components in order to identify parts, see relationships among them, and recognize organizational principles (analyse, appraise, calculate, categorize, compare, contrast, criticize, differentiate, distinguish, examine, question, test) Synthesis: the ability to combine existing elements in order to create something original (arrange, collect, compose, construct, design, develop, organize, plan, propose) Evaluation: the ability to make a judgement about the value of something by using a standard (appraise, argue, assess, attach, compare, defend, estimate, judge, predict, rate, select, support, evaluate) Bloom’s Taxonomy (1956)

53. For a strong argument Provide evidence Have a structured line of reasoning Clear and coherent language Make links between points Provide interim conclusions that lead to … A well supported final conclusion

54. Possible barriers to critical thinking -Emotional involvement -Ignorance -Prejudice -Lack of focus or attention to detail -Focus of facts only -Understanding ‘critical’ as purely negative -Awe of experts, reluctance to critique experts -Lack of practice

55. Summary: Critical thinking Recognising reasoning Drawing & recognising conclusion Identifying unstated assumption Appraising evidence Evaluating statements > Skill to be developed over time, with practice