Teaching strategies for critical thinking in nursing

Translate this page from English Print Page Change Text Size: We have great capacity. But most of it is dormant; most is undeveloped.

Teaching strategies for critical thinking in nursing

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? 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.

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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. Nurses who are critical thinkers hold all their views and reasoning to these standards as well as, the claims of others such that the quality of nurse's thinking improves over time thus eliminating confusion and ambiguity in the presentation and understanding of thoughts and ideas.

Teaching strategies for critical thinking in nursing

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.

Teaching strategies for critical thinking in nursing

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. When I read an author I'm trying to figure out what the author is saying; what problem or issue the author is addressing, what point of view or frame of reference he is coming from, what the goal or purpose is of this piece of writing, what evidence, data or facts are being used and what theories, concepts, principles or ideas are involved.

I want to understand the interpretations and claims the author is making and the assumptions that underlie his thinking. I need to be able to follow the author's lines of formulated thought and the inferences which lead to a particular conclusion.

I need to understand the implications and consequences of the author's 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. The purpose or goal of the thinking. Why we are attempting to figure something out and to what end.Most of us are not what we could be. We are less. We have great capacity.

But most of it is dormant; most is undeveloped. Improvement in thinking is like improvement in basketball, in ballet, or in playing the saxophone. It is unlikely to take place in the absence of a conscious commitment to learn. Critical Conversations: The NLN Guide for Teaching Thinking and millions of other books are available for Amazon Kindle.

Critical Thinking in Everyday Life: 9 Strategies

Learn more. Top 10 Teaching Strategies for Nurse Educators – Delivering Effective Nursing Education. Critical Conversations: The NLN Guide for Teaching Thinking and millions of other books are available for Amazon Kindle.

Learn more. Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer.

Most of us are not what we could be. We are less. We have great capacity. But most of it is dormant; most is undeveloped. Improvement in thinking is like improvement in basketball, in ballet, or in playing the saxophone.

It is unlikely to take place in the absence of a conscious commitment to learn.

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