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PubMed2005

The relationship of critical thinking to performance on the NCLEX-RN.

This study investigated the relationship of critical thinking to performance on the NCLEX-RN. The sample (N = 218) was composed of baccalaureate nursing students from a university-based nursing program in the southwestern United States, and participants completed two critical thinking instruments: the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). Results showed that there was a difference between participants who passed and failed the NCLEX-RN on both the entry and exit CCTST. Students in the pass group also had higher scores on the exit CCTDI, but scores for the fail group were comparable with national norms for nursing students. No changes in CCTST or CCTDI total scores occurred between program entry and exit, and neither instrument was useful in the prediction of NCLEX-RN performance. There were no differences in NCLEX-RN performance between the pass and fail groups for age or gender.

Adult↗

PubMed2005

Validation of critical thinking skills in online responses.

Although nursing accreditation bodies have recognized critical thinking as a significant outcome for graduates at the baccalaureate and master's levels, no consensus exists on its definition and measurements. In addition, schools of nursing that are completely online do not agree on how to evaluate critical thinking in online responses. This study explains the development of a 10-item tool that uses a Likert scale to evaluate critical thinking skills in students' online responses in three master's-level courses in a nursing school in the midwestern United States. The developed tool has adequate reliability coefficients, as measured by Pearson's r and Cronbach's alpha. The critical thinking skills of the tested students were adequate in the areas of analysis and synthesis but needed improvement in the evaluation domain.

Computer-Assisted Instruction↗

PubMed2000

Critical thinking by nurses on ethical issues like the termination of pregnancies.

This research forms part of a larger interdisciplinary research project on the termination of pregnancies. The focus of this part of the project is on the ethical issues related to termination of pregnancies. The practice of the professional nurse is confronted with ethical dilemmas and disputes. Whether the nurse chooses to participate in the termination of pregnancies or not, the core function of the nurse is that of counseling and ethical decision-making. Effective counseling requires empathy, respect for human rights and unconditional acceptance of a person. Making ethical decisions implies making critical decisions. It is self-evident, therefore, that such decisions should be based on sound arguments and logical reasoning. It is of vital importance that ethical decisions can be justified on rational ground. Decision-making is a critical thinking approach process for choosing the best action to meet a desired goal. The research question that is relevant for this paper is: Are nurses thinking critically about ethical issues like the termination of pregnancies? To answer the research question a qualitative, exploratory, descriptive design was used (Mouton, 1996:103-169). Registered nurses were selected purposively (Creswell, 1994:15). 1200 registered nurses completed the open-ended questionnaires. Focus group interviews were conducted with 22 registered nurses from a public hospital for women and child health services. Data analysis, using secondary data from open-ended questionnaires and transcribed focus group interviews, were based on the approach of Morse and Field (1994:25-34) and Strauss and Corbin (1990). The themes and categories from open coding were compared, conceptualized and linked with theories on critical thinking (Paul, 1994; Watson & Glaser, 1991 and the American Philosophical Association, 1990). The measures of Lincoln and Guba (1985) and Morse (1994) related to secondary data analysis were employed to ensure trustworthiness. Based on these findings the researcher concluded that nurses are not thinking critically when making ethical decisions concerning the termination of pregnancies. Recommendations are made as a possible solution for this problem.

Abortion, Legal↗

PubMed2002

A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education.

This article seeks to establish whether the poster presentation of a specific theme can facilitate the student's thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:155). DENOSA's ethical standards for research (1998:7) were considered. The findings indicated both positive and negative perceptions. The positive perceptions were: a poster presentation as an evaluation method facilitates creative, critical and reflective thinking skills; group work facilitates student participation; it facilitates problem solving skills; it increases the student's independence and a sense of ownership; and the evaluation is fair. The negative perceptions were that there was a lack of clarity on the student's expectations and that group activity is difficult. Trustworthiness was maintained in accordance with Lincoln and Guba's principles (1985:290-327). It is concluded that a poster presentation, used effectively as an evaluation method, can facilitate the learner's critical and reflective thinking skills. It is recommended that other learner-centred methods of assessment and evaluation be researched for their effective use in facilitating the higher order thinking skills of learners.

Attitude of Health Personnel↗

PubMed2004

A model to facilitate reflective thinking in clinical nursing education.

A qualitative, contextual, exploratory and descriptive design for theory generation was used to develop a model to facilitate reflective thinking in clinical nursing education (Mouton & Marais, 1990:43; Mouton, 1996: 103-109; Chinn & Kramer 1991:79-120). A model was developed within the existing frameworks of theory generation. Wilson (1963:23-39) and Gift (1997:75,76) provided a theoretical framework for a concept analysis of reflective thinking in phase one of the study. Further conceptual meaning was attained through a perceptual survey where twelve nurse educators participated in a focus group interview with regard to how reflective thinking can be facilitated in clinical nursing education. Classification of the main concepts and sub-concepts was made through a conceptualisation process within Dickoff, James and Wiedenbach's (1968:415-435) theoretical framework using the six elements of practice theory. Concluding relation statements were inferred through deductive analysis and synthesis after conceptualisation of each main concept. The relation statements provided the basis for model description (Chinn & Kramer, 1991:107-125). Definitions of the main concepts and sub-concepts were described using the basic rules by (Rossouw, 2001:10-11; Cohen & Copi, 1994:192-195). The adapted educational process from five learning theories provided a framework through which the procedure to facilitate reflective thinking in clinical nursing education was described. Lastly, the model was evaluated using the pre-determined criteria by Chinn and Kramer (1991:128-137) and refined by experts in qualitative research and theory generation. Guidelines were developed which do not form part of this article. Theoretical validity was ensured. Recommendations, limitations, challenging hypothesis and a conclusion were made.

Decision Making↗

PubMed2005

Critical thinking of student nurses during clinical accompaniment.

The purpose of this study was to investigate the methods of clinical accompaniment used by clinical facilitators in practice. The findings of the study also reflected facilitators' perceptions regarding critical thinking and the facilitation thereof. A quantitative research design was used. A literature study was conducted to identify the methods of accompaniment that facilitate critical thinking. Data was collected by means of a questionnaire developed for that purpose. Making a content-related validity judgment, and involving seven clinical facilitators in an academic institution, ensured the validity of the questionnaire. The results of the study indicated that various clinical methods of accompaniment were used. To a large extent, these methods correlated with those discussed in the literature review. The researcher further concluded that the concepts 'critical thinking' and 'facilitation' were not interpreted correctly by the respondents, and would therefore not be implemented in a proper manner in nursing practice. Furthermore, it seemed evident that tutor-driven learning realised more often than student-driven learning. In this regard, the requirement of outcomes-based education was not satisfied. The researcher is therefore of the opinion that a practical programme for the development of critical thinking skills during clinical accompaniment must be developed within the framework of outcomes-based education.

Attitude of Health Personnel↗

PubMed2002

[Possibility of solving complex problems by recursive thinking].

This study examined the ability in recursive thinking to solve problems. To think recursively is one of the most effective ways to break up large and complex problems into smaller ones. This study prepared two problems with the same tail recursion: The "Guess-the-Number game" and the "Hat puzzle (Wise men puzzle)." Because participants (N = 35) were not familiar with recursive thinking, they learned how to think recursively in the Guess-the-Number game. Then, we tested whether they could solve the Hat puzzle recursively. The results show that two-thirds of the participants could solve the problem recursively, even if the size of the problem increased. Furthermore, their solution times had differed between correct and incorrect answers. This suggests that the difference reflected a "saving" of effort for problem solving.

Adult↗

PubMed2000

Should there be more teaching of critical thinking in Australian general practice?

For clinicians such as GPs, critical thinking includes critical appraisal of scientific evidence and the context of their clinical practice, and critical introspection. Largely due to a lack of rigorous research, there is no evidence that teaching critical thinking or appraisal, at undergraduate or postgraduate levels, improves GPs' clinical performance or their patients' health. Before conducting such research, a systematic review of the available literature (largely in education and psychology) is warranted to assess the efficacy of teaching critical thinking in non-medical environments. Critical thinking is being taught in Australian medical schools and will be introduced in the RACGP Training Program. However, it will be a while before this will have an impact in GPs' surgeries. The challenge will be to design an attractive CME program relevant to GPs while simultaneously evaluating its efficacy.

Australia↗

PubMedDate not supplied

The use of thinking tools in nursing.

Thinking is often taken for granted. But many people, including nurses, find that thinking and decision making are not the easiest of tasks. This article describes several ways of looking at thinking and outlines an easy-to-use technique that can help to improve the clarity and effectiveness of the way nurses think.

Education, Nursing↗

PubMed1999

Finnish nurse teachers' perceptions of their 'scientific thinking' and its development during Master's-level teacher education at university.

There are very few studies on nurse teachers education, since the main interest has been on the demanding nature of a teacher's work. In Finland, the educational system of nursing care is developing rapidly and nurse teachers' education is changing as well. However, there is no research into academic nurse teacher education, even though this can be seen as important with regard to the educational system as well as to the nursing discipline. In this study, the objective was to describe 45 nurse teachers' perceptions of the development of their scientific thinking during Master's-level studies at the university. Open-ended questions were used in collecting the material with a questionnaire. The results of this phenomenographic research show that the need to increase one's scientific knowledge, as well as external demands, were the reasons for applying for admission to the university. Conceptions of the development of scientific thinking differed with regard to the processing of knowledge and to changes or developments in scientific thinking. The teachers' conceptions of the use of scientific nursing knowledge varied as well. The results challenge future teacher education and how it is arranged and developed. Further research, utilising different research methods, is needed into the development of scientific thinking.

Adult↗

PubMed2001

Respiratory therapists and critical-thinking behaviors: a self-assessment.

The purpose of this study was to assess critical-thinking behaviors of respiratory therapists through self-report. Using a quantitative survey research method, respiratory therapists rated themselves on seven critical thinking skills. The effects of personal variables on the self-assessments were also investigated. The respiratory therapists self-assessed their critical-thinking behaviors highest in the categories of prioritizing, troubleshooting, and communicating. Anticipating was self-assessed as the lowest-ranked critical-thinking behavior. Age and educational level were found to have no effect on the self-assessed behaviors, while years of experience in respiratory care and gender were found to affect self-assessed troubleshooting, decision making, and anticipating. The results of this study suggest that educators and clinicians should consider learning strategies that incorporate the use of experience when targeting novice practitioners.

Adult↗

PubMed2001

Effect of thinking on intracranial blood flow velocities.

OBJECTIVE: To determine the effect of thinking on intracranial blood flow velocities. METHODS: Transcranial Doppler (TCD) was used to measure the blood flow velocities of the cerebral arteries, when 10 normal persons were at rest and during thinking. RESULTS: The mean flow velocities (MFVs) of the cerebral arteries during thinking were significantly higher than those at rest, especially in the MCA and ACA. The MFVs were raised from between 10.3% to 14.3%. CONCLUSIONS: Thinking can increase the blood flow velocities of cerebral arteries significantly.

Blood Flow Velocity↗

PubMed2000

Combining the arts: an applied critical thinking approach in the skills laboratory.

The quality of care that nurses provide to patients is strongly influenced by the nurses' ability to think critically and to solve problems. In response to the dynamic changes in healthcare and rapid technological advancements, nursing educators must prepare nursing students to meet the challenges. Baccalaureate nursing students must be taught to utilize critical thinking skills for problem solving during the application of the nursing process. Nursing students who use critical thinking skills will provide high quality and efficient patient care in the acute care and community settings. During the simulated laboratory experience, incorporating creative teaching strategies to promote critical thinking and enhance problem-solving skills can enable nursing graduates to enter the workforce feeling confident and competent.

Education, Nursing↗

PubMed2003

In search of a course design and teaching methods to improve critical thinking skills.

This article describes a unique course design to teach critical thinking skills to students in formal academic degree programs preparing to become healthcare administrators. The course and its experimental design were motivated by several factors. First, intelligent and competent problem solving and decision making, most would agree, are directly dependent on critical thinking proficiency. Therefore, elevating students' critical-thinking competence will inherently improve their problem-solving and decision-making ability. Second, problem solving and decision making consumes the majority of an administrator's time. And finally, a review of AUPHA's catalog descriptions of healthcare graduate curriculums listrelatively few critical-thinking courses compared to the time administrators devote to it.

Curriculum↗

PubMed2006

Towards evidence-based critical thinking medicine? Uses of best evidence in flawless argumentations.

Uses of informal logic and critical thinking methodology are increasingly taught, learnt and advantageously applied in such diverse domains as law, the military, business, and education. Health sciences are also following this trend. However, production and critical appraisal of evidence as already practiced in Evidence-Based Medicine must be coupled with equally rigorous uses in order to ensure appropriate health problem understanding and decision-making. Making most proposals and decisions in medicine is the conclusion of an argumentation process that lies behind any communication between health professionals working with patients, performing research or sharing ideas about health problems, their interpretations and solutions with numerous stakeholders in public life. Modern critical thinking and decision making in medicine is not instantly mastered, but is instead a learnt experience as anything else in professional and social interactions. The modern argument as outlined, illustrated and applied to health problems in this essay is an extension of a previously established way of thinking in Evidence-Based Medicine. Ideally, health professionals, their patients and all other stakeholders should speak the same language and it is up to us to make this possible. Evidence and critical thinking - based medicine might be a solution. As modern critical thinkers, we are at the forefront and we must see to it that patients and professional and general communities benefit from this more so even than from other remarkable historical and current contributions to the well-being of those under our care.

Decision Making↗

PubMedDate not supplied

Teaching strategies to foster critical thinking.

The teaching of critical thinking is a relatively new focus in higher education. Some argue that to advance as a profession radiologic technology must examine the role of critical thinking in the professional curriculum. Attitudes that impede critical thinking are presented as well as sample teaching methods designed to foster critical thinking.

Teaching↗

PubMed1988

Right-brain techniques: a catalyst for creative thinking and internal focusing. A study of five writers and six psychotherapists.

Comparing the scientific reports of brain researchers such as Sperry, Bogen, Diamond, Geschwind, and Hoppe with the subjective reports of high achievers in various fields of the arts, sciences, and industry reveals that there is a correlation between creative thinking and right hemisphere specialization. Learning how to stimulate right hemisphere activity can be of great benefit to high achievers in fields that require one to be internally focused, to be sensitive to the intonations of voice and body-language, to comprehend symbols and metaphors, to think visually and holistically, to work constructively with affect, or to enhance imaginative thinking. This report is a subjective study of how five writers and six psychotherapists experienced one three-hour session of Inner Vision techniques, which I developed to stimulate creative thinking and inner focusing by enhancing right hemisphere activity. During the session, all of the psychotherapists and all but one of the writers reported that these mental imagery exercises produced a significant increase in the flow of creative ideas and enabled them to gain insights into important personal issues. One writer experienced resistance; two psychotherapists reported feelings of solace; two writers and two psychotherapists indicated that they have gained new perspectives on professional issues--one writer solved a major problem regarding the central character in his book; six psychotherapists and three writers gained new perceptions on important personal issues; five psychotherapists and four writers reported feelings of intense joy, even liberation, during the session. All eleven participants indicated that they had experienced vivid and imaginative imagery. The constructive use of imagination is essential for creative work and mental health. Writers who have the skill to program their imaginations to gain creative insights at times of their own choosing obviously will be more productive than writers who sit around waiting for the benevolent muse. Psychotherapists who use Inner Vision techniques in their own lives find that it is a valuable tool for interior focusing; those who use it with their patients have reported that this is a practical, effective technique for helping patients attain greater psychologic integration. An important way in which this program differs from other imagery techniques is that the vivid imagery of the right-hemisphere work is followed by left-brain analysis and evaluation. The ultimate goal is the transformational intercallosal process of symbollexia--the "magic synthesis" of right-brain and left-brain specialization for an enhanced ability to live and work creatively.

Affect↗

PubMedDate not supplied

Critical-thinking abilities of radiologic science students.

This article reports the results of a survey conducted to determine whether critical thinking abilities differ among radiologic technology students educated at the baccalaureate, associate degree and certificate levels. The sample population was 357 students enrolled in radiologic technology programs in Louisiana, Missouri and Oklahoma who completed the Watson-Glaser Critical Thinking Appraisal. Results showed a significant difference in critical thinking abilities at the three educational levels. Baccalaureate students scored significantly higher in critical thinking abilities than associate and certificate students, and certificate students scored significantly higher than associate degree students.

Adult↗