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PubMed2000

[Critical thinking: a focus in nursing education].

In this study we identify and analyse articles published in national and international journals, that used the term "critical thinking" in the title or summary. The aim of the analysis was to seek answers to educators' queries as to how to improve teaching-learning the process in nursing. We analysed 52 articles published in the indexes Comprehensive Medline, Lilacs and Cinahl, in the last five years, from July, 1992 to July, 1997. Data analysis showed that critical thinking should be implemented in nursing education, what demands syllabus planning and teaching-learning strategies that will favour active participation by both educators and learners.

Education, Nursing↗

PubMed1996

A message to the labor movement: stop and think!

Trade unions and workers in North America have been objectified and instrumentalized by all political regimes, including the social-democratic New Democratic Party in Canada. And it is means-end non-thinking that characterizes government policies. Liberal elites and policy-making have marginalized ordinary workers making them "superfluous" without any vision of an "ethical community" and demonstrating contempt for democratic initiatives. There are oppositionary voices to the dominant social structures that oppress and undermine community and solidarity. However, trade unions and occupational health and safety "activists" have yet to reassess their strategies on workplace health and safety reforms, but are on the defensive in North America. Further, they are complicit with the dominant ideology and the occupational health and safety establishment, including the various and diverse professionals, who shape how we think about work environment matters; and they accommodate government regulators in mediating worker experiences and expectations with employer interests. The author suggests the beginning of a strategy that does not succumb to present-day liberal public policy-making and the atrophy of alternative options. In part, this strategy calls for a rudimentary phenomenology of moral judgment and a reconstruction of labor "tradition".

Canada↗

PubMed1992

Positive thinking reduces heart rate and fear responses to speech-phobic imagery.

30 speech-anxious subjects imagined a phobic speech scene 10 times. The experimental conditions varied according to whether the subjects engaged in positive, neutral, or negative thinking prior to each scene presentation. Heart rate and self-reports of fear were measured during the imagery periods. Positive thinking just before visualization of the phobic images reduced both subjective anxiety about speech and cardiovascular responses.

Adolescent↗

PubMed1992

Relationships among critical thinking skills, academic achievement, and misconceptions about psychology.

Two groups of 60 students each were selected from introductory college psychology classes. One consisted of high academic achievers, the other of average achievers. They were given the McCutcheon Test of Misconceptions, a 65-item, multiple-choice test designed to measure common misconceptions about psychology. Subsequently, they were also given the Watson-Glaser Critical Thinking Appraisal. Both groups made many errors on the McCutcheon test, but high academic achievers made significantly fewer errors on both the McCutcheon test and the Watson-Glaser than average achievers. A stepwise multiple regression consisting of Watson-Glaser subscales 1 (the ability to draw valid inferences) and 4 (ability to weigh and interpret evidence) and GPA successfully predicted McCutcheon test scores (R = .43). This suggests that even beginning students with high grades and good critical thinking skills are likely to harbor many misconceptions about psychology.

Achievement↗

PubMed1993

Effects of trait anxiety and the scamper technique on creative thinking of intellectually gifted students.

This work assessed the effect of trait anxiety (measured on the State-Trait Anxiety Inventory) and the Scamper technique on figural creative thinking, measured by the Torrance Tests of Creative Thinking. An analysis of covariance with 52 gifted students in a summer camp gave no significant main effect of treatment for trait anxiety, or their interaction. Scamper may not effectively improve figural creativity and anxiety may not influence figural creativity the same way it influences verbal creativity, at least as measured.

Adolescent↗

PubMed2001

Diverse thinking-style preferences in a university course in mathematics.

At the University of Pretoria during 1999 the thinking-style preferences of three groups of students (ns = 50, 31, and 13) taking a first course in calculus were assessed using the Herrmann Brain Dominance Instrument. Analysis affirmed diversity in thinking-style preferences among the students and that the groups' scores represent a composite range of such preferences. Clearly, teachers of mathematics should be aware of and accommodate this diversity in instructional activities.

Adult↗

PubMed2003

Psychometric properties of Watson-Glaser Critical Thinking Appraisal for a sample of education majors.

Psychometric properties of the Watson-Glaser Critical Thinking Appraisal, Form A, were computed for 135 education majors. Analyses of reliability (internal consistency and split-half) and validity (concurrent and predictive) showed that the scale was reliable and valid measuring critical thinking abilities for students majoring in education. The best predictors of the Educational Psychology course grades were the Inference and Deduction subscale scores.

Adult↗

PubMed1978

Loose associations: straight and crooked thinking and the group of schizophrenias.

In this paper I hope to provide the basis for a discussion on logic, logical thinking and creativity in medicine, particularly in psychiatry. By way of illustration we will examine schizophrenia with particular reference to biochemistry, but the discussion will focus on semantic issues and philosophical concepts. These issues are of fundamental importance in the development of psychiatry both as art and craft. Thus the paper deals both with the study of madness and madness itself. The title of the address illustrates some forms of communication which occur in the schizophrenias. It includes references to other ideas, to formal thought disorder and illogical thinking, private puns, vague links, and pointers to other sources and authors, namely, Bleuler (1950), Ernest Jones (1959) and Thouless (1974). These are all contained in a loose framework, wherein reference is made to a key anomaly always found in, but by no means unique to schizophrenia.

Association↗

PubMed1986

Reduced P200 latency and allusive thinking: an auditory evoked potential index of a cognitive predisposition to schizophrenia?

Auditory evoked potentials were recorded in healthy medical students who were grouped according to whether they obtained a high or low score on an Object Sorting Test (OST), on which schizophrenics also obtain high scores. High-OST scoring male students compared to Low-OST scoring male students showed reduced P200 latency. This finding was replicated in a second study of medical students. The authors believe these results support the hypothesis that schizophrenic thought disorder and an equivalent loosening of thinking in nonschizophrenic populations (allusive thinking) have a neurophysiological basis in common, namely a relative weakness of inhibition operating on cortical and subcortical structures.

Adult↗

PubMed2006

Typing versus thinking aloud when reading: implications for computer-based assessment and training tools.

The goal of this study was to assess the impact of modality of production of think-aloud protocols on reading strategies. Readers in two studies spoke or typed protocols for narrative or science texts and completed comprehension tests for each text. Human judges identified the presence of paraphrasing, bridging inferences, and elaborating within the protocols. Reading comprehension skill was assessed with the Nelson-Denny test. With respect to narrative texts, paraphrasing and bridging were less frequent when readers were typing than when they were thinking aloud. With respect to science texts, less-skilled readers made bridging inferences more frequently when typing than when speaking. Conversely, skilled readers generated more paraphrases than bridges when typing thoughts but not when speaking. These results have implications for computer-based tools for reading assessment and intervention.

Computers↗

PubMed2005

Wishful thinking and source monitoring.

Memory distortions sometimes serve a purpose: It may be in our interest to misremember some details of an event or to forget others altogether. The present work examines whether a similar phenomenon occurs for source attribution. Given that the source of a memory provides information about the accuracy of its content, people may be biased toward source attributions that are consistent with desired accuracy. In Experiment 1, participants read desirable and undesirable predictions made by sources differing in their a priori reliability and showed a wishful thinking bias--that is, a bias to attribute desirable predictions to the reliable source and undesirable predictions to the unreliable source. Experiment 2 showed that this wishful thinking effect depends on retrieval processes. Experiment 3 showed that under some circumstances, wishes concerning one event can produce systematic source memory errors for others.

Attitude↗

PubMedDate not supplied

Critical thinking: a foundation for consumer-focused care.

Both providers and recipients of health care services are now focusing attention on not only what is provided but also how services are provided. The goal is consumer satisfaction, with pressure on the provider of services to meet customer demands. This shift in focus challenges the knowledge and skills of nurses, and their ability to solve problems in collaboration with their customers. To provide consumer-focused care, nurses will need to develop critical thinking skills that utilize logical/analytical and intuitive/creative approaches to solving problems. Critical thinking skills that integrate these two approaches will provide practitioners expertise in flexible, individualized, and situation-specific problem solving. Nursing staff who are able to focus on the consumer will be better prepared to meet the demands of today's competitive health care market. The challenge facing educators is to prepare nurses with a foundation from which to provide this care.

Humans↗

PubMedDate not supplied

A case study approach: developing critical thinking skills in novice pediatric nurses.

BACKGROUND: The development of critical thinking skills in pediatric nurses is imperative to ensure quality nursing care is delivered. Many new graduates have had limited exposure to pediatric nursing. METHOD: The case study method is an approach to develop competencies with real or hypothetical situations. RESULTS: Case studies provide an interactive teaching-learning strategy that can be applied to novice pediatric nurses in a variety of settings. CONCLUSION: By using case studies, nurse educators responsible for the professional development of new graduates, help expand learners' critical thinking as they assume increased responsibility for pediatric nursing care.

Asthma↗

PubMed1987

The use of the Watson-Glaser Critical Thinking Appraisal to predict success in a baccalaureate nursing program.

No nationally available objective instrument is currently recognized as predictive of successful nursing program completion. Such a measure, available prior to program entry, might guide admissions procedures and be used to counsel applicants. This longitudinal descriptive-correlational study investigated the Watson-Glaser Critical Thinking Appraisal as a potential predictor of success as measured by a passing score on the NCLEX examination for nurse registration. From a southern Arizona population of 177 baccalaureate nursing students who graduated between December 1982 and May 1984, 145 graduates comprised the volunteer sample. These participants completed the Watson-Glaser Appraisal during their first week as upper-division nursing students, consented to participation in the study, and permitted reporting of NCLEX scores for use in statistical analyses. Fifty-three participants from this group repeated the Watson-Glaser Appraisal in the final month prior to graduation. Pearson Correlation for first semester total Watson-Glaser score and NCLEX score was .31 (p = .002). There was no significant change in total Watson-Glaser scores between first and last semesters as demonstrated by t-test. Multiple Regression analysis demonstrated that first semester Watson-Glaser scores and Entry GPAs together accounted for 15% of the variance in NCLEX scores (p = .001). Continuing data collection and analysis will expand the study population with 42 current graduates. Findings suggest that this instrument is not a valid measure of specific cognitive processes underlying the Nursing Process. Findings support the usefulness of the Watson-Glaser Critical Thinking Appraisal as a potential pre-admission predictor of nursing success.

Adult↗

PubMed1987

Decision-making skills and critical thinking ability among associate degree, diploma, baccalaureate, and master's-prepared nurses.

A key component of nursing practice is the nurse's ability to process information and to make decisions. One goal of most educational programs for nurses is to enhance students' cognitive abilities and clinical decision-making skills. This study investigated the differences in critical thinking ability and decision-making skills among 121 associate degree, diploma, baccalaureate, and master's-prepared nurses. Results indicated that nurses with master's and baccalaureate degrees had the highest scores in critical thinking ability. Subjects' decision-making skills were measured related to: 1) frequency in making decisions, 2) difficulty in making decisions, and 3) factors which influence decision making. No significant differences were found among the four groups related to the three dimensions of decision-making skills. Experience and knowledge were the most influential factors in decision making. Study findings have implications for investigating differences among nursing students related to cognitive abilities.

Clinical Competence↗

PubMed1989

Writing to learn: a reconceptualization of thinking and writing in the nursing curriculum.

The connection between writing and thinking has been radically reconceptualized in recent years. Whereas the previous view saw writing as recording thought, the new perspective sees writing as developing thinking. The change in views about writing is discussed and implications of the "Writing to Learn" paradigm for instructional and curricular issues in nursing are explored.

Curriculum↗

PubMed1993

Concept clarification and critical thinking: integrated processes.

Concept clarification is centrally important to theory development. While often understood as a formula-driven task, concept clarification is really a process that engages critical thinking. Clarification creates multiple meanings through: (1) formulating purposes, (2) choosing, examining, and integrating data sources, and (3) representing a final conceptualization that can also be examined for adequacy. Within each of these processes, critical thinking is engaged as: (1) assumptions are identified and challenged, (2) the importance of context in creating meaning is revealed, (3) alternative interpretations are imagined and explored, and (4) reflective skepticism is cultivated. The central challenge in concept clarification is to understand how words create things.

Clinical Competence↗

PubMed1994

Patho-flow diagramming: a strategy for critical thinking and clinical decision making.

Developing and implementing alternative strategies to assist nursing students to gain critical thinking and clinical decision-making skills are paramount for today's nurse educator. Patho-flow diagramming is offered as a strategy that merges nursing process and pathophysiology with approaches used effectively in general education to develop thinking skills.

Aged↗