Very interesting and well structured course. Condenses a lot of theory into something manageable and includes lots of quizes and exercises to put new learnings into practice. Fantastic course. It did give a depth and also made me practice critical thinking.
Critical Thinking Skills for University Success. Enroll for Free. Methods Ninety-seven medical educators at five medical schools were surveyed. Respondents were asked to define critical thinking, to describe a clinical scenario in which critical thinking would be important, and to state the actions of a clinician in that situation who was thinking critically and those of another who was not. Qualitative content analysis was conducted to identify patterns and themes. Results The definitions mostly described critical thinking as a process or an ability; a minority of respondents described it as a personal disposition.
In the scenarios, however, the majority of the actions manifesting an absence of critical thinking resulted from heuristic thinking and a lack of cognitive effort, consistent with a dispositional approach, rather than a lack of ability to analyse or synthesise. Conclusions If we are to foster critical thinking among medical students, we must reconcile the way it is defined with the manner in which clinician-educators describe critical thinking - and its absence - in action. Such a reconciliation would include consideration of clinicians' sensitivity to complexity and their inclination to exert cognitive effort, in addition to their ability to master material and process information.
Thinking critically about critical thinking : Ability, disposition or both? Fero et al. The Performance-Based Development System was used to measure nurse performance in recognizing patient condition changes. Their results showed that associate and baccalaureate nurses were more likely to meet expectations as years of experience increased and that new graduates were less likely to meet expectations compared with nurses who had more than 10 years of experience.
Older nurses with more years of work experience and a clinical ladder of N4 had a higher critical thinking disposition , which may be due to their better motivation, demand, and awareness of critical thinking themselves. A significant correlation was also shown in this study between deduction, interpretation, evaluation of arguments, and overall critical thinking as well as critical thinking disposition.
Results were similar to the results of Stanovich and West , who believed that personal reasoning and judgment can be affected by critical thinking disposition. Stepwise regression analysis for predictive factors showed that working experience in other hospitals and years of work experience can help predict critical thinking competence and that clinical ladder and age can help predict critical thinking disposition. Nursing scholars have considered critical thinking competence as an achievement of advanced and professional education Daly, It is also important that educators in general want to develop such in students.
Teachers of nursing education consider training toward developing critical thinking competence as an important part of the curriculum. Taiwan nursing scholars Tan, pointed out the importance of critical thinking competence for nursing and regarded it as the seventh nursing competence. However, no appropriate study tool has been available in Taiwan to help assess the critical thinking competence of clinical nurses. Results indicate that age, years of work experience, and working experience in other hospitals are related to critical thinking competence. Age, years of work experience, and clinical ladder correlated significantly with critical thinking disposition.
Nurses with higher clinical ladder have better attitudes toward critical thinking disposition. However, clinical ladders had no significant correlation with critical thinking competence scores in graduate school entrance examinations. This indicates that, despite vigorous motivation and awareness of nurses toward critical thinking, nurses still lack these skills. Thorough consideration should be given by teachers of nursing education in clinics and schools to introduce teaching strategies, training, and skills of critical thinking during basic nursing as well as on-the-job education.
Finally, the three hypotheses of this study were partially proved: a Clinical nurses with higher clinical ladder had significantly better in critical thinking disposition , b the critical thinking disposition of clinical nurses were significantly influenced by years of nursing experience, and c critical thinking competence and disposition were positively correlated.
Research results suggest that the application of a 2-year nursing practical training program, with small class discussion or PBL teaching method, may be beneficial to promoting critical thinking. It may be used in various training programs, including specialties course, central courses, intensive care nursing training, administrative projects, quality control circle, or research. These training programs may enhance the critical thinking skills, the ability of clinical nurses inference, and the argumentative nature of ideas deduction.
This study was conducted at only one medical center, restricting its generalization to other medical institutions.
Future studies should be conducted to compare an experimental group and a control group as an index for advanced curriculum design and learning achievements. Sample collection may be expanded in the future.
Use one's critical thinking abilities "A Taxonomy of Critical Thinking Dispositions and Abilities" in Teaching Thinking Skills: Theory and Practice; eds. For a complete assessment of a test taker's critical thinking, it is recommended that both skills and dispositions be measured. Insight Assessment offers a.
Results also indicated little correlation between nurses' clinical ladder and critical thinking competence. We recommend that specialty and general nursing training programs with critical thinking strategies should be added in hospitals. Critical thinking strategies should include problem-based learning, tutorial group discussion, role-play, and concept mapping. Critical thinking competence testing should be done before nurse recruitment and after clinical practice to examine the effects of training programs. The critical thinking curriculum may also be used in candidate interview processes to support development of critical thinking competence and to improve nursing staff problem-solving capabilities.
Older clinical nurses have better critical thinking disposition but not necessarily critical thinking competence.
Therefore, regular cross-training programs for clinical nurses are recommended. The authors thank the nurses who participated in this study.
This research was supported by the Taipei Veterans General Hospital research project no. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent.
Colleague's Email:. Separate multiple e-mails with a ;. Thought you might appreciate this item s I saw at Journal of Nursing Research. Send a copy to your email. Some error has occurred while processing your request. Please try after some time. Factors Affecting the Critical Thinking Disposition of the Back to Top Article Outline. Figure 1. TABLE 1. Figure 2. Figure 3. TABLE 2. TABLE 3. TABLE 4. Adams, M. A longitudinal evaluation of baccalaureate nursing students' critical thinking abilities. Journal of Nursing Education , 38 3 , Cited Here Beeken, J.
The relationship between critical thinking and self-concept in staff nurses and the influence of these characteristics on nursing practice. Journal of Nursing Staff Development , 1 3 5 , Benner, P. From novice to expert: Excellence and power in clinical nursing practice. Brunt, B. Critical thinking in nursing: An integrated reviews. The Journal of Continuing Education in Nursing , 36 2 , Chau, J. Effects of using videotaped vignettes on enhancing students' critical thinking competence in a baccalaureate nursing program.
Journal of Advanced Nursing , 36 1 , Chen, K. Nursing clinical ladder: The current situation and future development. Tzu Chi Nursing Journal , 4 3 , Original work published in Chinese Cited Here Chen, S. An exploration of the relationships between critical thinking abilities and learning strategies among nursing students. Journal of Evidence-Based Nursing , 2 1 , Daly, W.
The development of an alternative method in the assessment of critical thinking as an outcome of nursing education. Dickerson, P. Nurturing critical thinkers. Duphorne, P. The effect of three computer conferencing designs on critical thinking skills of nursing students. The American Journal of Distance Education , 1 9 1 , Fero, L.
Critical thinking ability of new graduate and experienced nurses. Journal of Advanced Nursing , 65 1 , Fonteyn, M. The use of clinical logs to improve nursing students' metacognition: A pilot study. Journal of Advanced Nursing , 28 1 , Girot, E. Graduate nurses: Critical thinkers or better decision makers? Journal of Advanced Nursing , 31 2 ,