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PubMedDate not supplied

Differences in critical thinking of nontraditional and traditional nursing students.

This study is part of a larger study describing the differences in critical thinking between nontraditional and traditional beginning baccalaureate nursing students during the first clinical nursing course. Descriptive data analysis from student journals, interviews, and researcher observations revealed three major dimensions of reasoning to describe students' critical thinking: exploration of thoughts and feelings, demonstration of humility, and use of analogous experiences. Nontraditional beginning students do think critically and value the opportunity to share their subjective clinical experiences.

Adaptation, Psychological↗

PubMedDate not supplied

Developing critical thinking with active learning strategies.

The development of students' critical thinking abilities is one of the greatest challenges facing contemporary nurse educators, especially those teaching graduate nursing students. Active learning techniques are suggested to promote critical thinking development. The authors describe how active learning strategies nurtured critical thinking processes in a group of adult nurse practitioner students.

Education, Nursing, Graduate↗

PubMedDate not supplied

Assessing student critical thinking through online discussions.

Critical thinking is integral to nursing practice and education. The introduction of Internet-based and Internet-assisted instruction provides an opportunity to explore critical thinking with nursing students in a new format. The author reports on a hybrid or blended Internet-assisted course structure that incorporates online discussion and a new method for assessing student critical thinking.

Communication↗

PubMedDate not supplied

Curriculum design to promote the critical thinking of accelerated bachelor's degree nursing students.

This project describes the curriculum design of an accelerated bachelor's degree nursing program intended to promote the critical thinking of its students. Course objectives and teaching-learning strategies are described. Rogers' unitary view of human beings supports critical thinking as a developing process that should be measured in the context of nursing practice. Pre- and post-program critical thinking test scores indicated significant growth for the 38 graduates in the first 4 consecutive classes tested.

Adult↗

PubMedDate not supplied

Improving critical thinking in nursing practice.

Nurse educators and practicing nurses agree that the complexity of health care demands critical thinking skills. In this article, the author describes critical thinking and its development both as knowledge based and practice bound. Included are strategies nurses can use to further develop critical thinking skills. Case scenarios are presented for educators to consider in promoting nurses' reflection and clinical reasoning skills in their practice settings.

Clinical Competence↗

PubMedDate not supplied

Facilitating critical thinking.

Supporting staff to think effectively is essential to improve clinical systems, decrease errors and sentinel events, and engage staff involvement to refine patient care systems in readiness for new care-delivery models that truly reflect the valued role of the RN. The authors explore practical methods, based on current research and national consulting experience, to facilitate the development of mature critical thinking skills. Assessment tools, a sample agenda for formal presentations, and teaching strategies using behavioral examples that make the important and necessary link of theory to reality are discussed in the form of a critical thinking test as well as a conceptual model for application in problem solving.

Clinical Competence↗

PubMedDate not supplied

Identifying critical thinking behaviors in clinical judgments.

Continuing education and staff development specialists often collaborate with nursing faculty and managers in evaluating the critical thinking behaviors of new staff and nursing students in clinical judgments. The results of this phenomenological study provide insights into specific objective criteria of critical thinking behaviors of domain-specific knowledge, critical reflection, critical thinking competency, intellectual virtues, and action involvement and improvement.

Attitude of Health Personnel↗

PubMedDate not supplied

Preceptor behaviors integral to the promotion of student critical thinking.

In the practice setting, preceptors not only contribute to the relational aspect of the preceptorship experience but, through their behaviors, they also effectively promote the critical thinking ability of students. Through the use of a grounded theory method in a recent study, four specific preceptor-generated behaviors were identified as integral to the promotion of the critical thinking ability of basic baccalaureate nursing students in the practice setting: role modeling, facilitation, guidance, and prioritization. In this article, the description and meaning of these four behaviors are explored and their significance to preceptors and nurse educators who wish to ensure that the critical thinking ability of nursing students is fostered in the practice setting is discussed.

Clinical Competence↗

PubMed1995

Preparing the practitioner for advanced academic study: the development of critical thinking.

Using an evaluative approach, this paper explores the concept of critical thinking and its development within a recently revised study skills programme, preparing practitioners for the academic post-registration courses in one college of health. The current and almost explosive move of nurse education in the United Kingdom into the halls of higher education seems to recognize the need for higher-order thinking skills in preparation for the unpredictability of nursing practice. Using a quasi-experimental design, the qualitative data analysed from two groups of students who undertook the study skills programme were measured against a control group of students undertaking the same short professional development course through the more traditional university approach of 2 years part-time academic study. The findings acknowledge that the development of critical thinking needs time and exposure to others seeking similar goals. In addition, to encourage the process of critical thought, study skills applied to content should be offered, as well as attention to teaching/learning strategies. If higher education means a change in culture, of attitude towards learning, then a more comprehensive foundation programme may better commence this process. It is anticipated that through such a programme current practitioners may be enabled to achieve successfully within the new academic courses and ultimately be better equipped for the complex decision-making in practice.

Clinical Competence↗

PubMed1994

The dangerous practice of thinking.

Information processing theory views thinking as the adaptation of activity to environmental inputs. A dual cognitive structure is proposed to explain this adaptation, in which thoughts are selected by interactions between an explicit memory system (accessible to consciousness) and an implicit memory system (inaccessible to consciousness). Contrary to commonsense assumptions about cognition, the implicit system plays the dominant role in skilled thinking. The explicit system has a largely regulatory function, overriding the implicit system when it encounters novel situations for which it has no response. Although the explicit system may be developed by cognitive process instruction in the classroom, the all-important implicit system is developed mainly by direct experience of the work environment independently of conscious information processing. Paradoxically, there are no grounds for declaring any part of medical science irrelevant to practical decision-making, as its effects on implicit memory are unknown. Nevertheless, it should be taught as the basis for regulating a process of thinking that is mainly implicit.

Decision Making↗

PubMedDate not supplied

On target: a model to teach baccalaureate nursing students to apply critical thinking.

As nurses enter the 21st century, problem solving and critical thinking are critical to successful clinical practice. Studies have revealed that thought professionals may have critical thinking knowledge, they do not always use it in everyday practice. This article presents an education model that faculty members can use to teach baccalaureate nursing students to think critically and incorporate research findings into clinical practice. The model offers a four-semester plan that can be integrated into programs of study.

Curriculum↗

PubMed1996

Improved management of depression through nursing model application and critical thinking.

Nurse practitioners need to integrate nursing and medical models as they practice. This paper explores the application of the Neuman systems model and critical thinking to synthesize, analyze, and evaluate the complex and multidimensional aspects of depression from nursing and medical perspectives. An integrative approach using this model and critical thinking facilitates appropriate management. Multiple nursing diagnoses for depression are derived by Neuman systems model variables. Primary, secondary, and tertiary interventions appropriate to both this model and critical thinking are recommended.

Depressive Disorder↗

PubMed1991

Primary process thinking, primitive defensive operations and object relationships in borderline and neurotic patients.

In the present paper Kernberg's hypothesis concerning the connection between primary process thinking on the one hand and primitive defense mechanisms and modes of object relationships on the other hand were tested empirically in a sample of 30 hospitalized borderline and 30 hospitalized neurotic patients. The diagnoses of the patients were given according to the 'Diagnostic Interview for Borderlines' of Gunderson and Kolb, the functions mentioned above were assessed on the basis of the Holtzman Inkblot Technique applying scoring systems of Lerner and coworkers for primitive defense mechanisms and of Urist for the scoring of object relationships to the Holtzman Inkblot Technique. According to the results the hypothesis derived from assumptions of Kernberg could be corroborated. Primary process thinking in borderline patients seems to be closely connected with high levels of anxiety and hostility, projective identification/projection, primitive denial and sadomasochistic relationships. A model for the coming about of primary process thinking in borderline patients is proposed.

Borderline Personality Disorder↗

PubMedDate not supplied

The use of think-aloud protocols to compare inferencing abilities in average and below-average readers.

In this study, we examined whether think-aloud procedures would uncover differences in the kinds of inferences generated by average and below-average readers. Participants were 40 third-grade children who were divided into groups of average and below-average readers. All participants completed measures of nonverbal IQ, reading, language, and working memory, and a story comprehension task that consisted of two conditions: listen through and think aloud. The major findings in this study were that (a) average readers generated significantly more explanatory inferences than below-average readers, and (b) comprehension performance as measured by story recall was significantly better for both groups in the think-aloud condition than in the listen-through condition. The discussion addresses the implications of these findings.

Child↗

PubMed2006

Use of the psychological inventory of criminal thinking styles to predict disciplinary adjustment in male inmate program participants.

The Psychological Inventory of Criminal Thinking Styles (PICTS) was administered to program participants in two different federal prisons-a medium-security federal correctional institution and a maximum-security penitentiary-who were subsequently followed for a period of 24 months for evidence of disciplinary adjustment problems. Disciplinary outcome was measured by the total number of incident reports, the number of nonaggressive incident reports, and the number of aggressive incident reports received during the 24-month follow-up. Negative binomial regression was used to test the relationship between the eight PICTS thinking style scales and three disciplinary outcome measures because the total and nonaggressive disciplinary report distributions showed signs of overdispersion. The only PICTS thinking style scale to achieve statistical significance in this study was the Cutoff scale that successfully predicted total, nonaggressive, and aggressive incident reports in both samples.

Adult↗

PubMed2006

Effect of test administration set on the Psychological Inventory of Criminal Thinking Styles (PICTS).

The Psychological Inventory of Criminal Thinking Styles (PICTS) was administered to 160 male prisoners on admission to a medium-security federal correctional facility. A total of 106 of these inmates completed the PICTS a second time 6 months later in a routine follow-up of the intake PICTS; the other 54 inmates completed the PICTS a second time approximately 6 months later during the initial session of a psychological group. Results showed that inmates participating in the psychological group were less defensive and endorsed more criminal thinking items on the second administration of the PICTS, whereas inmates participating in the routine follow-up were more defensive and less likely to endorse criminal thinking items on the second PICTS. Despite a general increase in the magnitude of PICTS scores for program participants, the overall pattern of scale elevations (correlations between scales and high-point pairs) was comparable across the two groups.

Adult↗

PubMed1976

The confusing area of disturbed thinking.

The nature of disturbed thinking is explained from two different psychological perspectives and six major types of thought disorder are presented, classified, and discussed. The overlap between these different types of thought disturbance and some possible functions of disturbed thinking are outlined. A heuristic model for detecting thought disorder is presented; and, in addition, some complex conceptual and research issues involved with investigating and systematizing knowledge about disturbed thinking are explained.

Association↗

PubMed2003

A reflection and evaluation model of comparative thinking.

This article reviews research on counterfactual, social, and temporal comparisons and proposes a Reflection and Evaluation Model (REM) as an organizing framework. At the heart of the model is the assertion that 2 psychologically distinct modes of mental simulation operate during comparative thinking: reflection, an experiential ("as if") mode of thinking characterized by vividly simulating that information about the comparison standard is true of, or part of, the self; and evaluation, an evaluative mode of thinking characterized by the use of information about the standard as a reference point against which to evaluate one's present standing. Reflection occurs when information about the standard is included in one's self-construal, and evaluation occurs when such information is excluded. The result of reflection is that standard-consistent cognitions about the self become highly accessible, thereby yielding affective assimilation; whereas the result of evaluation is that comparison information is used as a standard against which one's present standing is evaluated, thereby yielding affective contrast. The resulting affect leads to either an increase or decrease in behavioral persistence as a function of the type of task with which one is engaged, and a combination of comparison-derived causal inferences and regulatory focus strategies direct one toward adopting specific future action plans.

Affect↗