AIM To develop a critical thinking assessment tool for Australian undergraduate nurses.
BACKGROUND Critical thinking is an important skill but difficult to assess in nursing practice. There are often many responses a nurse can make to a clinical problem or situation. Some responses are more correct than others and these decisions have an impact on a patient's care and safety. Differences in a response can relate to the depth of knowledge, experience and critical thinking ability of the individual nurse.
DESIGN This study used a Delphi process to develop five clinical case studies together with the most appropriate clinical responses to 25 clinical questions.
RESULTS Four rounds of Delphi questions were required to reach consensus on the correct wording and answers for the scenarios. Five case studies have been developed with nursing responses to patient management in rank order from most correct to least correct.
CONCLUSION Use of the tool should provide confidence that a nurse has met a certain level of critical thinking ability.
Background: A critical thinker may not necessarily be a good decision-maker, but critical care nurses are expected to utilise outstanding critical thinking skills in making complex clinical judgements. Studies have shown that critical care nurses' decisions focus mainly on doing rather than reflecting. To date, the link between critical care nurses' critical thinking and decision-making has not been examined closely in Malaysia.
The need for critical thinking in nursing has been accentuated in response to the rapidly changing health-care environment. Nurses must think critically to provide effective care while coping with the expansion in role associated with the complexities of current health-care systems. This literature review will present a history of inquiry into critical thinking and research to support the conclusion that critical thinking is necessary not only in the clinical practice setting, but also as an integral component of nursing-education programmes to promote the development of nurses' critical-thinking abilities. The aims of this paper are to: (i) review the literature on critical thinking; (ii) examine the dimensions of critical thinking; (iii) investigate the various critical thinking strategies for their appropriateness to enhance critical thinking in nurses; and (iv) examine issues relating to the evaluation of critical-thinking skills in nursing.
Critical thinking is frequently discussed in nursing education and nursing practice literature. This article presents an analysis of the concept of critical thinking as it applies to nursing, differentiating its use in education and practice literature. Three computerized databases (CINAHL, MEDLINE, and EBSCO) were searched for the years 1981 to 2002, using the keywords critical thinking. References were stratified into two 11-year periods (1981-1991, 1992-2002) to identify changes in the concept over time and integration of the concept differentially into nursing education and nursing practice. A random sample of literature from each stratum was coded for definitions, attributes, surrogate terms, referents, antecedents, and consequences of critical thinking. Critical thinking as a nursing concept has matured since its first appearance in the literature. It is well defined and has clear characteristics. However, antecedents and consequences are not well defined, and many consequences are identical to attributes and surrogate terms. Additional work is needed to clarify the boundaries of the concept of critical thinking in nursing.
Because principles of nursing process are the building blocks for all care models, the nursing process is the first model nurses need to learn to "think like a nurse." This trusted resource provides the practical guidance needed to understand and apply each phase of the nursing process, with an increased emphasis on developing both critical thinking and clinical reasoning skills. With an easy-to-follow and engaging writing style, the author provides strategies, tools, and abundant examples to help nurses develop the skills they need to thrive in today's complex health care setting.
Chapters: Clinical reasoning: what it is and why it matters -- Caring for a person experiencing an adverse drug event -- Caring for a person with fluid & electrolyte imbalance -- Caring for a person experience pain -- Caring for a child with Type 1 diabetes -- Caring for a person experiencing respiratory distress and hypoxia -- Caring for a person with a cardiac condition -- Caring for a person with an acquired brain injury -- Caring for a person receiving blood components therapies -- Caring for a person with sepsis -- Caring for a challenging patient with dual diagnosis -- Caring for a person with a complex and chronic health condition -- Caring for a person experiencing an acute psychotic episode -- Caring for an older person with altered cognition -- Caring for a person with a disability -- Caring for a person who is refusing treatment.
Key themes presented in this book: Clinical reasoning as a composite of encultured capabilities --Clinical reasoning embedded within situated practice including the wider socio-economic and political contexts, the practitioner's and the client's contexts, and shared goals such as promoting health communities -- The importance of narratives, language and culture in clinical decision making -- Changing reasoning practices linked to increasing autonomy of practitioners working without the requirement of medical referrals -- Clinical reasoning as an increasingly team-based practice, including shared decision making with clients -- The need for sound strategies and tools to facilitate the expanding collaborations in health care across disciplines and with clients and carers -- Advanced education approaches promoting expansion and enhancement of reasoning strategies .
What's behind every healed patient? Critical thinking! This book provides the tools you need to become a safe, competent nurse. Critical thinking and clinical reasoning strategies come to life through the use of real-life scenarios and decision-making tools, all supported with evidence for why the strategies work.
Critical Thinking in Clinical Practice is written for helping professionals who want to think more clearly about the decisions they make and the context in which they make them. It is a practical volume for clinicians who would like to expand their knowledge of common pitfalls and fallacies in clinical reasoning. As in earlier editions, this Third Edition draws on research related to problem solving and decision making, illustrating the relevance of research findings to everyday clinical practice and policy.
Critical Thinking in Health & Social Care is designed to equip practitioners with the knowledge and tools they need to critically examine practice in their own workplace. The book presents a range of different approaches, which have particular relevance in the context of health and social care. Each approach is explained and grounded in practice using case studies, problem-solving scenarios and workplace examples.
Thinking critically is an essential skill, both for students and for the modern, evidence-based, healthcare practitioner. You need to be able to find, understand and evaluate the evidence that underpins your assignments, clinical decision making and practice. The good news is that you use all of these skills in everyday life. You don't believe every advert you see or respond to every spam email. It's just a question of taking these critical skills and having the confidence to apply them to your academic work. This book will help you do just that. It will enable you to: - recognise your existing ability to be a critical thinker - spot logical flaws and inconsistencies in arguments - consider health issues from multiple perspectives, weighing up the strengths and weaknesses of a case - build a convincing argument in assessments - develop a range of critical skills for successful study and healthcare practice. Critical Thinking Skills for Healthcare is an essential resource for all health professionals in training.
This practice-oriented, person-centred learning tool will help you acquire the knowledge, skills and competencies you need to perform accurate health assessments in an ever-changing health care environment. The text helps you developi your clinical reasoning skills. It guides you through collecting assessment data before moving on to discussing the health assessment of each patient, explaining the decision-making process used to identify patient problems.