An overview of critical thinking in nursing and education

Content-Free Critical Thinking Tests to Assess Programs and Courses Several commercially available tests attempt to assess critical thinking in a content-free way; that is, they do not assess thinking in nursing or biology or business management courses but instead assess the student's recognition of the use of evidence to support a claim, the validity of reasoning, logical fallacies, soundness of interpretations, drawing conclusions, and the like. A review of critical thinking tests can be found at the web site of the National Postsecondary Education Cooperative US Department of Education at http: Often such tests are used by departments to assess whether their programs or courses have improved students' critical thinking. Departments typically use the A version as a pre-test before students begin the program or course and the B version as a post-test.

An overview of critical thinking in nursing and education

Translate this page from English Print Page Change Text Size: What makes the thinking of a nurse different from a doctor, a dentist or an engineer?

An overview of critical thinking in nursing and education

It is how we view the client and the type of problems we deal with in practice when we engage in client care. To think like a nurse requires that we learn the content of nursing; the ideas, concepts and theories of nursing and develop our intellectual capacities and skills so that we become disciplined, self-directed, critical thinkers.

In nursing, critical thinking for clinical decision-making is the ability to think in a systematic and logical manner with openness to question and reflect on the reasoning process used to ensure safe nursing practice and quality care Heaslip.

Critical thinking when developed in the practitioner includes adherence to intellectual standards, proficiency in using reasoning, a commitment to develop and maintain intellectual traits of the mind and habits of thought and the competent use of thinking skills and abilities for sound clinical judgments and safe decision-making.

Intellectual Standards for Reasoning Practitioners in nursing who are critical thinkers value and adhere to intellectual standards.

Critical thinkers strive to be clear, accurate, precise, logical complete, significant and fair when they listen, speak, read and write. Critical thinkers think deeply and broadly.

All thinking can be examined in light of these standards and as we reflect on the quality of our thinking we begin to recognize when we are being unclear, imprecise, vague or inaccurate. As nurses, we want to eliminate irrelevant, inconsistent and illogical thoughts as we reason about client care.

Nurses use language to clearly communicate in-depth information that is significant to nursing care. Nurses are not focused on the trivial or irrelevant. Elements of Reasoned Thinking Reasoning in nursing involves eight elements of thought.

Critical thinking involves trying to figure out something; a problem, an issue, the views of another person, a theory or an idea. To figure things out we need to enter into the thinking of the other person and then to comprehend as best we can the structure of their thinking.

This also applies to our own thinking as well. I want to understand the interpretations and claims the author is making and the assumptions that underlie his thinking. As I come to understand the author in-depth I will also begin to recognize the strength and weakness of his reasoning.

I will be able to offer my perspective on the subject at hand with a clear understanding of how the author would respond to my ideas on the subject. The Elements of Thought All thinking, if it is purposeful, includes the following elements of thought Paul, The problem, question, concern or issue being discussed or thought about by the thinker.

What the thinker is attempting to figure out.

Hallmarks, Indicators, Glossary & References

The purpose or goal of the thinking. Why we are attempting to figure something out and to what end. What do we hope to accomplish.

The frame of reference, points of view or even world view that we hold about the issue or problem. The assumptions that we hold to be true about the issue upon which we base our claims or beliefs.

The central concepts, ideas, principles and theories that we use in reasoning about the problem.

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The evidence, data or information provided to support the claims we make about the issue or problem. The interpretations, inferences, reasoning, and lines of formulated thought that lead to our conclusions.

The implications and consequences that follow from the positions we hold on the issue or problem. When nurses reason they use these elements of thought to figure out difficult questions and recognize that their thinking could be flawed or limited by lack of in-depth understanding of the problem at issue therefore, they critically monitor their thinking to ensure that their thinking meets the standards for intellectual thought.

In summary, as a critical thinker, I am able to figure out by reading or listening critically what nurse scholars believe about nursing and on what basis nurses act as they practice nursing.

To do this I must clearly comprehend the thinking of another person by figuring out the logic of their thinking. I must comprehend clearly the thinking of myself by figuring out my own thoughts on the subject at hand.

Finally, I must use intellectual standards to evaluate my thinking and the thinking of others on a given problem such that I can come to a defensible, well reasoned view of the problem and therefore, know what to believe or do in a given circumstance.

An overview of critical thinking in nursing and education

To do this I must be committed to developing my mind as a self-directed, independent critical thinker.With a better understanding of critical thinking in nursing education, educators and nursing faculty are able to develop better strategies in enhancing critical thinking development in nursing students, in turn preparing them for future clinical practice.

In nursing, critical thinking for clinical decision-making is the ability to think in a systematic and logical manner with openness to question and reflect on the reasoning process used to ensure safe nursing practice and quality care (Heaslip).

Top 10 Teaching Strategies for Nurse Educators – Delivering Effective Nursing Education

Nursing critical thinking skills drive the decision-making process and impact the quality of care provided,” says Georgia Vest, DNP, RN and senior dean of nursing at Rasmussen College School of Nursing.

Critical thinking is embedded in a nurse’s everyday routine. They flex . The nursing profession tends to attract those who have natural nurturing abilities, a desire to help others and a knack for science or anatomy. Understanding How to Deliver Effective Nursing Education.

Critical thinking On The Web

As facilitators of nursing education, how can we best ensure that our learners are processing the new knowledge delivered to them through our educational programs? Critical thinking ability has been the outcome of nursing education for decades. There is, however, controversy as to how critical thinking is taught, how it promotes quality care, and how it impacts patient outcomes (Raymond-Seniuk and Profetto-McgGrat, ).

An overview of critical thinking in nursing and education