Educational Survival/Critical
Thinking and Problem Solving/APA
Format
Chapter 3
Educational Survival Skills
What is Stress?
• Stress is produced by events that are perceived as
demands on time, energy, or resources with the
threat that not enough energy, time, or resources
will be available to fulfill an obligation.
• How can I make my life less stressful? Example:
Time needed to study for a test…..don’t wait till last
minute!
• Don’t be a procrastinator!
• Stress can be contagious, be careful!!!!!
Fight or Flight
• The fight-or-flight response is the
physiologic reaction to a real or
imagined threat arising from emotions
of both fear and anger.
• It is the body's way of preparing for
change that is perceived as threatening.
• Battle or Escape
• Example: T.C.’s Tail
• Example: Phone call in the middle of
the night
• Example: Email from Julie “I need to
see you in my office.”
Attitudes about Self
• Negative thoughts (self defeating): If these
are predominant, the body will respond with
excessive release of chemicals; over time this
will produce wear and tear on organs resulting
in serious illness.
Attitudes about Self
• Positive thoughts (optimistic viewpoint): can
actually decrease the potential for ill health
and reduce flight or flight response
– Also serve as a self-fulfilling prophecy
– Attitudes that accurately predict gloom or
happiness dictate whether we manage daily
stressors positively or negatively.
– Example: Man locked in freezer
Cause and Effects
• The compounding effect of stress over several weeks
to months can contribute to poor emotional and
physical health.
• What is stressful to one person may not affect
someone else because of perspectives, life
experiences, and personal circumstances.
• What is helpful for one person may not be helpful to
another.
• Recognize your stressors, develop interventions,
and take responsibility for yourself.
Interventions - Changes
• Major life events are observed by most. Ex:
divorce, death, job loss
• Minor changes or hassles
– not learned compared to major life changes
– “the small stuff”
– Can have major impact; cause anger and
frustration
– Example: detour
• Uplifts
– Planned positive activities that can help
negativity towards minor changes or hassles
– Examples: evening walk, favorite tv show,
complimenting someone!
Interventions cont…..
• Language
– Out-of-control statements
evoke negative feelings
• Expresses a lack of control and
promotes a lack of control!
• Life isn’t fair! I have to study! I
never get to have fun!
– In-control statements produce
positive feelings
• I decided to study tonight. I
choose to have some fun this
weekend!
• I can do this! 
Worry
• Overly concerned with outcomes
– What if?????
– Worry robs energy!!!
• Survival Techniques
– It probably will not happen.
– It will turn out better than expected.
– Taking action can change the outcome.
»Are you doing your very best?
– It is not my concern.
– I have no control over the outcome.
– Am I making a mountain out of a molehill?
Time Management and Managing
Stress
• Know Yourself
– Morning person or night owl?
• Prioritize Responsibilities
– Student, employee, parent, spouse, friend, etc.
• Prioritize Activities
– Set a plan for the week, month, semester
• Plan for Self-care
– We all have a need for relaxation
Julie’s advice: Always have something to look forward
to…………..
• Exercise
Buffering Stressors
– Releases “happy” chemicals in the brain
• Nutrition
– Vitamin C, vitamin B complex and magnesium for
immune system and energy
• Visualization
– Take a mental vacation!
– I love La La Land!!!!
• Meditation
– Emptying the mind of all thoughts and focusing on
one word or statement
Study Skills
• Review the material soon
after it is introduced.
• Use as many senses as
possible.
• Plan a regular schedule of
study.
• Study in a group.
• Attitude helps
remembering!
Test Taking Tips
• Take the day off from study before the test to relax and
prepare yourself. Last-minute cramming adds to anxiety
and the possibility of freezing on the test.
• Wear bright-colored clothes for the test.
• Avoid a diet full of carbohydrates the day before and the
day of the test. A well-balanced diet that includes proteins
and carbohydrates provides improved mental alertness
necessary when taking a test.
Test Taking Tips Cont….
• Get a good night's sleep before the
examination. Rest allows clear thinking and
improved interpretation.
• Get to the test early to allow yourself time to
relax before beginning. Rushing at the last
minute increases anxiety, which can decrease
your mental effectiveness.
• Scan the test, and answer all the questions you
are sure you know. Do not waste time initially
on questions that are problematic for you.
Test Taking Tips Cont….
• Review your test when done, and make corrections
as needed.
• Do not be afraid to change answers. Some recall
may have occurred during the test; some questions
provide a key to answers for other questions.
• Make certain you have answered all the questions.
• When the test is over, put it behind you. Use the
results as an opportunity to enhance your
knowledge in the future.
• Think positively!
Chapter 4
Critical Thinking
Critical Thinking and Problem Solving
• Critical Thinking is a creative action, when
performed appropriately based on
professional knowledge and experience.
• Critical thinking involves sound professional
judgment applied with high ethical standards
and integrity.
• ARRT Code of Ethics page 483
• ASRT Practice Standards page 461
– Support and define problem-solving and critical
thinking skills
Steps in Problem Solving and Critical
Thinking
• Identify or Clarify the Problem
– What is the real problem here?
– Ex: Patient comes in with pain in right leg.
• Investigate the Problem
– What information do we know?
– Doctor ordered a right femur exam/x-ray
– Patient is in pain
– Get history from patient
Steps in Problem Solving and Critical
Thinking cont……
• Formulate Viable Solutions
– Brainstorm possible solutions
– How can I take these x-rays while not causing more
pain? Cross table? On stretcher?
• Select the Solution with the Best Outcome for
the Patient
– Make sure it follows policies and guideline and follow
up on the solution
– Leave patient on table, set up tube cross table, take
side rails down for x-ray and put them back up as
soon as possible
Critical Thinking in the Classroom
• Time given to students to experiment with
radiographs
• Time to practice learned skills
• Try new ideas or solutions without risk of
radiating patient
• Time to answer or experiment with “what if”
questions or “let’s try this” radiographs
Critical Thinking in Clinic
• Transfer learned knowledge to “real life”
situations, Clinical experience
• Ability to demonstrate what is learned in the
classroom
• A time for students to think “out of the box”
• Always consider the patient’s safety and wellbeing FIRST!!!
• If unsure, ask a Technologist!!!!!
Affective Critical Thinking
• Value Professional Knowledge
• Know the ways you learn best and take charge of
your own education
• Be creative and an active learner
• Students may also need to apply problem-solving
and critical-thinking skills to manage their
personal problems and issues to ensure that these
do not affect their educational progress or more
importantly patient care in the clinical setting.
Clinical Applications
• Ethical
– Medical records
• Technical Skills
– Unable to stand
• Patient Care
– Does not speak English
• Maintaining Skills
Work Cited
• Arlene M. Adler, M. R., & Richard R. Carlton,
M. R. (2007). Introduction to Radiologic
Sciences and Patient Care. St. Louis: Saunders
Elsevier.
The End