Clinical Wisdom and Interventions in Acute and Critical Care

Clinical Wisdom and Interventions in Acute and Critical Care: A Thinking-in-Action Approach (Benner) – 2nd Edition

By  Patricia Benner, RN, PhD, FAAN Patricia Hooper Kyriakidis, RN, PhD Daphne Stannard, RN, PhD, CCRN, CCNS, FCCM

This new edition of Clinical Wisdom is intended for undergraduate and graduate nursing students who are learning critical care, for educators teaching clinical reasoning, and for those seeking to improve systems of care and leadership in clinical practice. However, the concepts laid out in this book will resonate with all who confront the complex and demanding business of clinical reasoning and action in dynamic patient care situations. This is not ban ordinary, well-done, and accurate text on critical and acute care nursing; it is, instead, a lavishly detailed guide to the essence of becoming an expert nurse.

 

 

Clinical Wisdom and Interventions in Acute and Critical Care

The approach is grounded on the findings of ethnographic studies of critical and acute care nurses building on the substantial previous work of Patricia Benner and the other authors. Different in its construction from most nursing or medical texts, it takes advantage of the depth of detail and intrigue found in “nurse stories.” Every chapter is replete with real-life incidents used to illustrate the complex ideas and ambiguities inherent in caring for the critically ill and their families. Nurses and doctors and other health care professionals have always told stories to articulate and explain their work. As a historian, I find these stories invaluable in comprehending the day-to-day practices of those who care for the sick. This book weaves the stories told by caregivers and learners into the authors’ framework for understanding nursing knowledge and practice. Arguing that “expert critical care nurses are always dwelling in meaningful stories . . . [to help them in] keep[ing] an up-to-the-minute clinical and human grasp of the significance of the situation” (p. 14), the authors illustrate “thinking-in-action” and “reasoning-in-transition” by embedding the concepts in real time, in context, and with all the complications likely to be found in real practice situations.

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