APA format*** 2 paragraphs***at least 4-5 sentences each paragraph***2 References***

Please create a response to my classmates response Below:

My classmates Response is below:

Critical thinking is a key skill that nurses need to employ to improve the care they provide and anticipate providing. Developing critical thinking skills is part of what helps a nurse move from novice to expert in their area.

In my experience in the ICU, I began as a staff nurse with other medical and surgical experience, yet I was a novice. The many devices used to monitor patients, the ventilator, the assessment standards and observational skills were all new to me. I was oriented by a nurse would be considered a proficient nurse as described by Kaminski (2010) of Benner’s Stages of Clinical Competence. She was fluent in the role of Cardiothoracic ICU nurse; she knew what needed to be done as far as tasks and could accomplish them, but also was closely monitoring the patients’ vitals. She could sense when something was wrong, even before the vitals reflected it. The way she interpreted the data and ‘just what the patient looked like’ and rightly relayed this information to the providers made her someone that others would go to for advice and help. The SGNA describes a proficient nurse as one who “perceives situations as wholes rather than in terms of chopped up parts or aspects” (n.d.)

Critical thinking supports clinical competence by cueing the nurse to question: ‘what caused this?’ ‘how could this be prevented?’ and ‘what is the treatment?’. These help the nurse process the things that happen to a patient and apply these reflections on the next situation they encounter. “The proficient nurse learns from experience what typical events to expect in a given situation and how plans need to be modified in response to these events” (SGNA, n.d.).

Nurses should be motivated to achieve the level of expert in their area. This takes courage, as we need to push ourselves out of our comfort zones and advance our knowledge on our own at times. “The true expert must take this risk and continue to move up the ladder of skill and knowledge acquisition despite potential conflict within the nursing workplace” (Kaminski, 2010).

I also thought it was interesting that “Nurse managers skilled in the use of critical thinking may be better able to create positive practice environments that are conducive to job satisfaction and thus the retention of staff RNs” (Zori, Nosek, & Musil, 2010) and I agree with this sentiment. My nurse manager was an expert in the ICU as a charge nurse, then a nursing supervisor, and then she became a nurse manager. I think her experience in each of those roles attributes to what makes her so effective.

In my own practice, I employ many of the practices mentioned above. Between self-reflection, learning from each new patient situation, and questioning my peers and providers on their expertise, I have moved from novice to advanced beginner to competent to proficient. I would not consider myself an expert yet, but in pursuing higher education, I hope to advance to that level.

References:

Kaminski, J. (2010). Theory applied to informatics – Novice to Expert. Canadian Journal of Nursing Informatics, 5(4). Retrieved from http://cjni.net/journal/?p=967

SGNA (n.d.) Expanded content level definitions. Retrieved April 3, 2017 from https://www.sgna.org/Expanded-Content-Level-Defini…

Zori, S., Nosek, L., & Musil, C. (2010). Critical Thinking of Nurse Managers Related to Staff RNs’ Perceptions of the Practice Environment. Journal Of Nursing Scholarship, 42(3), 305-313. doi:10.1111/j.1547-5069.2010.01354.x

Planning The Use Of Financial Services

credit Card/Charge Account Comparison

Create a mini-lesson in writing or spelling to teach a small group of students (group description below) using an evidence-based strategy from the textbook or from the required articles that addresses the needs of all three students in the group through effective strategies and accommodations for the learners. Respond briefly to the two reflection questions (in the template) about your lesson. Use the mini-lesson template provided in Week Three of your online course to develop your mini-lesson, and then copy and paste it into the discussion forum to obtain feedback from your peers.

Small group description:
There are three students in this group who are in fifth grade. One student has a physical impairment with limited use of his hands, one student has a learning disability in written expression, and one student has a learning disability in reading fluency and comprehension. Further, due to these limitations, each student has a fairly short attention span.

Select two new customer segments for a brand of your choice, and name them. You may create a name based on their characteristics. For example, if you chose a coffee brand, you may have the Serious Sippers as a customer segment and the Dabble Drinkers as the second.

• Distinguish the primary and secondary markets.
  • The primary market is normally larger than the secondary market. These customers primarily use the product the most.
  • The secondary market can include customers who might use or be interested in the product only occasionally.
• Detail the demographics and psychographics of both market segments.
  • Include the basic characteristics of your current and potential customers such as age, gender, income, education, ethnicity and geographic locations. You may use existing data.
• Examine your customers’ lifestyles such as hobbies and other interests. Explain how these lifestyles may affect the purchase decision for this product.

Your paper should meet the following requirements:

• 3-4 pages in length, not including title and reference pages
• Formatted according to CSU-Global Guide to Writing and APA Requirements
• Include at least 3 outside sources. The CSU-Global Library is a good place to find these sources.