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Critical Thinking (critical + thinking)
Terms modified by Critical Thinking Selected AbstractsEXPANDING RATIONALITY: THE RELATION BETWEEN EPISTEMIC VIRTUE AND CRITICAL THINKINGEDUCATIONAL THEORY, Issue 2 2009Ryan Bevan According to Bevan, the critical thinking strategies characteristic of instrumentalism generally work to further the vocationalization of educational discourse as well as the cultivation of unreflective moral agents. He contends that critical thinking should be expanded beyond its rationalist criteria to focus on the process of inquiry. Such a virtue epistemology approach, according to Bevan, has the potential to uncover and change fundamental misconceptions that pervade current theoretical assumptions by encouraging learners to engage in a more inclusive inquiry that draws out alternative perspectives. Bevan concludes that citizenship education in particular can benefit greatly from this more expansive theory with concrete pedagogical implications. [source] LEVIATHANS, CRITICAL THINKING, AND LEGAL PHILOSOPHY: A PROPOSAL FOR A GENERAL EDUCATION LEGAL STUDIES COURSEJOURNAL OF LEGAL STUDIES EDUCATION, Issue 1 2003Nim Razook [source] Critical Thinking and LearningEDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2007Mark Mason Abstract This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how Peters, Evers, Chan and Yan, Ryan and Louie, Luntley, Lam, Doddington, and Kwak, respond to these questions. [source] Experienced and Less-Experienced Nurses Diagnostic Reasoning: Implications for Fostering Students' Critical ThinkingINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 2 2003Catherine G. Ferrario DNSc PURPOSE. To compare the use of mental representations (heuristics) in diagnostic reasoning of expert (,5 years' experience) and novice (<5 years' experience) emergency nurses. METHODS. Clinical simulations were completed by a nationwide randomly selected sample of 173 experienced and 46 less-experienced emergency nurses (N =229). FINDINGS. Experienced nurses used the heuristic, Judging by Causal Systems (diagnostic inferences deduced from systems of causal factors) significantly more did than less-experienced nurses. PRACTICE IMPLICATIONS. Standardized nursing diagnoses may cut short the time needed to develop representational thinking and spare cognitive reserves for reasoning needed for complex patients. Faculty need to promote students' cognitive development through strategies that promote active, reflective, and integrative learning. Search terms: Clinical experience, diagnostic reasoning [source] HEALTH POLICY AND SYSTEMS: Critical Thinking of Nurse Managers Related to Staff RNs' Perceptions of the Practice EnvironmentJOURNAL OF NURSING SCHOLARSHIP, Issue 3 2010NEA-BC, Susan Zori RN Abstract Background Information and Significance: Critical thinking (CT) skills and the inclination to engage in critical thinking are essential for nurse managers to function as transformational leaders capable of influencing staff to align with organizational goals. In an extensive literature review, numerous studies were found examining the concept of CT in students and no studies were found exploring CT in nurse managers. Identifying the attributes, such as CT, that lead to success in the nurse manager role is useful when preparing nurse managers to lead effectively in the current healthcare climate. Research Question: Is there a difference between nurse managers' CT dispositions and their respective staff nurses' perceptions of the practice environment? Design: A convenience sample of 12 nurse managers and a random sample of 132 of their respective staff registered nurses (RNs) participated in this descriptive study. CT in nurse managers was measured by the California Critical Thinking Disposition Inventory (CCTDI). Staff RNs' perceptions of the practice environment were measured by the Practice Environment Scale (PES). The research question was answered using a t test. Findings: Significant (p < .001) differences were found between specific nurse managers' CCTDI scores for open-mindedness, analyticity, and critical thinking confidence, and significant differences (p < .01) were found for systematicity when compared with their respective staff RNs' mean subscale and overall PES scores. Conclusions: Results of the study support the positive relationship between strength in critical thinking dispositions of nurse managers and their respective staff RNs' perceptions of the practice environment. Nurse managers with stronger CT dispositions may be better able to create positive practice environments that are conducive to job satisfaction and thus the retention of staff RNs. Inclusion of strategies to support the development and use of CT in nurse managers is recommended. CT and other leadership attributes and skills including emotional and social intelligence and management of change through an appreciative inquiry process may provide opportunities to improve leadership effectiveness in nurse managers. Clinical Relevance: Enhancing critical thinking skills and dispositions of nurse managers may help to create positive work environments for staff RNs. Staff RNs who work in an environment perceived to be positive may be in a better position to deliver high quality, safe patient care. [source] Platonic Dialogue, Maieutic Method and Critical ThinkingJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 3 2007FIONA LEIGH In this paper I offer a reading of one of Plato's later works, the Sophist, that reveals it to be informed by principles comparable on the face of it with those that have emerged recently in the field of critical thinking. As a development of the famous Socratic method of his teacher, I argue, Plato deployed his own pedagogical method, a ,mid-wifely' or ,maieutic' method, in the Sophist. In contrast to the Socratic method, the sole aim of this method is not to disabuse the reader or learner of her false opinions. Rather, its purpose is to supply her with the skills and dispositions as well as the claims and counter-claims she needs to critically evaluate a view, and so facilitate knowledge acquisition, for herself. But the text does not merely teach critical thinking in this indirect manner. One of the strategies its author employed was to encourage the reader/learner to consider under what conditions a claim or idea would be false. To the extent that it achieves this, the Sophist provides both a model and an application of that particular kind of critical thinking in the learning environment that Jonathan Baron has described as ,active open-mindedness'. [source] The Trinity and Ecumenical Church Thought: The Church-Event (Ashgate New Critical Thinking in Religion, Theology and Biblical Studies).THE HEYTHROP JOURNAL, Issue 2 2008By William C. Ingle-Gillis No abstract is available for this article. [source] Making the Business School More ,Critical': Reflexive Critique Based on Phronesis as a Foundation for ImpactBRITISH JOURNAL OF MANAGEMENT, Issue 2010Elena P. Antonacopoulou This paper explores how the business school can become more critical by advancing the notion of reflexive critique. Drawing on diverse literatures propounding a critical perspective, this paper integrates the various interpretations of ,what it is to be critical' and proposes phronesis as a foundation for responding to and extending the relevance and rigour debate by articulating what it means for business schools to have a critical impact on management practice. A phronetic analysis of management education provides an innovative lens for understanding the power of critique in engaging academics and business practitioners in the co-creation of knowledge. This is illustrated by distilling the main insights from the experience of introducing an innovative course entitled ,Critical Thinking' offered to MBA students over a five-year period. The paper discusses the importance of critique in the business curriculum and explains the rationale for introducing the course and its objectives, as well as the learning and teaching techniques employed. The analysis considers how reflexive critique can be a platform for integrating a critical analysis of management informed by management research and academic thinking in relation to business practitioners' practical experiences of managing. The paper concludes with a review of the main lessons learned and the implications for future initiatives intended to foster engagement of theory and practice and the collaboration of academics and business practitioners. [source] Critical thinking and learning styles of students in conventional and accelerated programmesINTERNATIONAL NURSING REVIEW, Issue 1 2006W. A. Suliman rn Aim and purpose:, To assess the difference between the predominant critical thinking disposition(s) and learning styles of nursing students in the conventional (Stream I) and the accelerated (Stream II) baccalaureate nursing education programmes. This study will be beneficial to students, faculty and institutions as it will help them to acquire better understanding of critical thinking potentials and learning styles of nurses, as well as the relationship between learning styles and critical thinking dispositions. Method:, This was a descriptive correlational study. The convenience sample consisted of 80 Stream I and 50 Stream II students. The following instruments were used for data collection: The Learning Styles Inventory of Kolb and the California Critical Thinking Dispositions Inventory of Facione and Facione. Descriptive and inferential statistics were used to analyse the data. Results:, Overall, Stream II students were significantly more critical thinkers (P = 0.000), inquisitive (P = 0.000) and self-confident (P = 0.002). The predominant learning styles of Streams I and II were the diverger and the converger, respectively, with no difference except in relation to their learning abilities, namely, concrete experience (P = 0.017), in favour of Stream I. Further, the findings indicate a weak (range of r = 0.209,0.328) though significant (range of P = 0.017,0.000) correlation between learning abilities and various critical thinking dispositions. [source] Critical thinking dispositions in baccalaureate nursing studentsJOURNAL OF ADVANCED NURSING, Issue 2 2006Kyung Rim Shin EdD RN FAAN Aim., This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Background., Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. Methods., A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. Results., There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7·54, P = 0·0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0·0194, 0·0041, 0·0044). Conclusion., Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture. [source] HEALTH POLICY AND SYSTEMS: Critical Thinking of Nurse Managers Related to Staff RNs' Perceptions of the Practice EnvironmentJOURNAL OF NURSING SCHOLARSHIP, Issue 3 2010NEA-BC, Susan Zori RN Abstract Background Information and Significance: Critical thinking (CT) skills and the inclination to engage in critical thinking are essential for nurse managers to function as transformational leaders capable of influencing staff to align with organizational goals. In an extensive literature review, numerous studies were found examining the concept of CT in students and no studies were found exploring CT in nurse managers. Identifying the attributes, such as CT, that lead to success in the nurse manager role is useful when preparing nurse managers to lead effectively in the current healthcare climate. Research Question: Is there a difference between nurse managers' CT dispositions and their respective staff nurses' perceptions of the practice environment? Design: A convenience sample of 12 nurse managers and a random sample of 132 of their respective staff registered nurses (RNs) participated in this descriptive study. CT in nurse managers was measured by the California Critical Thinking Disposition Inventory (CCTDI). Staff RNs' perceptions of the practice environment were measured by the Practice Environment Scale (PES). The research question was answered using a t test. Findings: Significant (p < .001) differences were found between specific nurse managers' CCTDI scores for open-mindedness, analyticity, and critical thinking confidence, and significant differences (p < .01) were found for systematicity when compared with their respective staff RNs' mean subscale and overall PES scores. Conclusions: Results of the study support the positive relationship between strength in critical thinking dispositions of nurse managers and their respective staff RNs' perceptions of the practice environment. Nurse managers with stronger CT dispositions may be better able to create positive practice environments that are conducive to job satisfaction and thus the retention of staff RNs. Inclusion of strategies to support the development and use of CT in nurse managers is recommended. CT and other leadership attributes and skills including emotional and social intelligence and management of change through an appreciative inquiry process may provide opportunities to improve leadership effectiveness in nurse managers. Clinical Relevance: Enhancing critical thinking skills and dispositions of nurse managers may help to create positive work environments for staff RNs. Staff RNs who work in an environment perceived to be positive may be in a better position to deliver high quality, safe patient care. [source] Critical thinking as the key to the Learning College: A professional development modelNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 130 2005Linda Elder Critical thinking is foundational to the effective teaching of any subject, and it must be at the heart of any professional development program. This chapter presents a long-term professional development model based on a substantive concept of critical thinking, and ties critical thinking to the concept of the Learning College. [source] Hardware architecture for a visualization classroom: VizClassCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 4 2004Tara C. Hutchinson Abstract Interactive learning, critical thinking, creative problem-solving, and problem-based learning are all critical elements for enhancing engineering education. Visualization can provide the much needed computer-assisted design and analysis environment to foster problem-based learning, while virtual reality (VR) can provide the environment for hands-on manipulation, stimulating interactive learning in the engineering classroom. To provide such a space, at the University of California, Irvine a new interactive, spatially balanced learning environment, termed VizClass, has been developed. VizClass incorporates a specially designed lecture room and laboratory integrating both 2- and 3-dimensional spatial learning by coupling a series of interactive projection display boards (touch sensitive whiteboards) and a semi-immersive 3D wall display. Control of devices integrated with VizClass is supported via a centrally located, easy to activate, touch-sensitive display. Digital material, including slides, web content, video clips, sound files, numerical simulations, or animations may be loaded and presented by instructors using either 2D or 3D modalities. This environment has already been integrated into both undergraduate and graduate level courses, providing a balanced spatial learning environment for students. This article describes the unique hardware architecture developed to support this new environment and presents the first course activities conducted within the space. © 2004 Wiley Periodicals, Inc. Comput Appl Eng Educ 12: 232,241, 2004; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20024 [source] Critical Thinking and LearningEDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2007Mark Mason Abstract This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how Peters, Evers, Chan and Yan, Ryan and Louie, Luntley, Lam, Doddington, and Kwak, respond to these questions. [source] Kinds of Thinking, Styles of ReasoningEDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2007Michael A. Peters Abstract There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to treat thinking ahistorically, focusing on universal processes of logic and reasoning. Against this trend and against the scientific spirit of the age this paper presents a historical and philosophical picture of thinking. By contrast with dominant cognitive and logical models the paper emphasizes kinds of thinking and styles of reasoning. The paper grows out of interests primarily in the work of Nietzsche, Heidegger and Wittgenstein, and in the extension and development of their work in Critical Theory and French poststructuralist philosophy. The paper draws directly on some of this work to argue for the recognition of different kinds of thinking, which are explored by reference to Heidegger, and also the significance of styles of reasoning, which are explored by reference to Wittgenstein and to Ian Hacking. [source] EXPANDING RATIONALITY: THE RELATION BETWEEN EPISTEMIC VIRTUE AND CRITICAL THINKINGEDUCATIONAL THEORY, Issue 2 2009Ryan Bevan According to Bevan, the critical thinking strategies characteristic of instrumentalism generally work to further the vocationalization of educational discourse as well as the cultivation of unreflective moral agents. He contends that critical thinking should be expanded beyond its rationalist criteria to focus on the process of inquiry. Such a virtue epistemology approach, according to Bevan, has the potential to uncover and change fundamental misconceptions that pervade current theoretical assumptions by encouraging learners to engage in a more inclusive inquiry that draws out alternative perspectives. Bevan concludes that citizenship education in particular can benefit greatly from this more expansive theory with concrete pedagogical implications. [source] An Educator's Guide to Teaching Emergency Medicine to Medical StudentsACADEMIC EMERGENCY MEDICINE, Issue 3 2004Wendy C. Coates MD Abstract There is a need for every medical school graduate to handle emergencies as they arise in the daily practice of medicine. Emergency medicine (EM) educators are in a unique position to provide students with basic life support skills, guidance in assessing the undifferentiated patient, and exposure to the specialty of EM during all years of medical school. Emergency physicians can become involved in a variety of education experiences that can supplement the preclinical curriculum and provide access to our specialty at an early stage. A well-designed course in the senior year allows students to develop critical thinking and patient management skills that are necessary for any medical career path. It can ensure that all medical students are exposed to the skills essential for evaluating and stabilizing the acutely ill patient. To implement this type of course, learning objectives and evaluation methods must be set when the curriculum is developed. An effective course combines didactic and clinical components that draw on the strengths of the teaching institution and faculty of the department. A structured clerkship orientation session and system for feedback to students are essential in nurturing the development of student learners. This article provides an approach to assist the medical student clerkship director in planning and implementing EM education experiences for students at all levels of training, with an emphasis on the senior-year rotation. [source] Literary Discussions and Advanced Speaking Functions: Researching the (Dis) ConnectionFOREIGN LANGUAGE ANNALS, Issue 2 2004Richard Donato PhD Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL Guidelines. Despite claims that literature classes play an additional role in developing language proficiency, this issue has not received serious research attention. In this study, classroom transcripts were analyzed for the following features: (1) discourse structure of the literary discussion; (2) the use of teacher questions; (3) verb tense distribution; and (4) student uptake. The analysis attempted to uncover how literary discussion afforded opportunities for students to describe, to narrate in major timeframes, to use extended discourse, to share opinions and arguments, to explore alternatives, and to hypothesize,all advanced and superior level speaking functions. The study also included instructor and student interviews to determine their views of foreign language literature classes and to see if what was observed could be explained by the goals the instructor and students had expressed. The findings suggest that simply having a literary discussion does not ensure that students will be pushed to use the language in advanced ways even when faced with tasks requiring critical thinking and advanced language use. One issue that this study reveals is that, for students to experience speaking in the advanced ranges of proficiency, discussions must enable complex thinking in complex language. Other findings suggest that literature instructors should be aware of the discourse opportunities that arise in literary discussions, should make speaking expectations and advanced functions clear to students, and should monitor student language use during discussions. [source] Effectiveness of simulation on health profession students' knowledge, skills, confidence and satisfactionINTERNATIONAL JOURNAL OF EVIDENCE BASED HEALTHCARE, Issue 3 2008Susan Laschinger Abstract Background, Despite the recent wave of interest being shown in high-fidelity simulators, they do not represent a new concept in healthcare education. Simulators have been a part of clinical education since the 1950s. The growth of patient simulation as a core educational tool has been driven by a number of factors. Declining inpatient populations, concerns for patient safety and advances in learning theory are forcing healthcare educators to look for alternatives to the traditional clinical encounter for skill acquisition for students. Objective, The aim of this review was to identify the best available evidence on the effectiveness of using simulated learning experiences in pre-licensure health profession education. Inclusion criteria,Types of studies: This review considered any experimental or quasi-experimental studies that addressed the effectiveness of using simulated learning experiences in pre-licensure health profession practice. In the absence of randomised controlled trials, other research designs were considered for inclusion, such as, but not limited to: non-randomised controlled trials and before-and-after studies. Types of participants: This review included participants who were pre-licensure practitioners in nursing, medicine, and rehabilitation therapy. Types of intervention(s)/phenomena of interest: Studies that evaluated the use of human physical anatomical models with or without computer support, including whole-body or part-body simulators were included. Types of outcome measures, Student outcomes included knowledge acquisition, skill performance, learner satisfaction, critical thinking, self-confidence and role identity. Search strategy, Using a defined search and retrieval method, the following databases were accessed for the period 1995,2006: Medline, CINAHL, Embase, PsycINFO, HealthSTAR, Cochrane Database of Systematic Reviews and ERIC. Methodological quality, Each paper was assessed by two independent reviewers for methodological quality prior to inclusion in the review using the standardised critical appraisal instruments for evidence of effectiveness, developed by the Joanna Briggs Institute. Disagreements were dealt with by consultations with a third reviewer. Data collection, Information was extracted from each paper independently by two reviewers using the standardised data extraction tool from the Joanna Briggs Institute. Disagreements were dealt with by consultation with a third reviewer. Data synthesis, Due to the type of designs and quality of available studies, it was not possible to pool quantitative research study results in statistical meta-analysis. As statistical pooling was not possible, the findings are presented in descriptive narrative form. Results, Twenty-three studies were selected for inclusion in this review including partial task trainers and high-fidelity human patient simulators. The results indicate that there is high learner satisfaction with using simulators to learn clinical skills. The studies demonstrated that human patient simulators which are used for teaching higher level skills, such as airway management, and physiological concepts are useful. While there are short-term gains in knowledge and skill performance, it is evident that performance of skills over time after initial training decline. Conclusion, At best, simulation can be used as an adjunct for clinical practice, not a replacement for everyday practice. Students enjoyed the sessions and using the models purportedly makes learning easier. However, it remains unclear whether the skills learned through a simulation experience transfer into real-world settings. More research is needed to evaluate whether the skills acquired with this teaching methodology transfer to the practice setting such as the impact of simulation training on team function. [source] An analysis of narratives to identify critical thinking contexts in psychiatric clinical practiceINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 1 2010Mi Suk Mun PhD RN Mun MS. International Journal of Nursing Practice 2010; 16: 75,80 An analysis of narratives to identify critical thinking contexts in psychiatric clinical practice The development of students' critical thinking abilities is one of the greatest challenges facing contemporary nursing educators. Nursing educators should know about what kind of contents or situations need critical thinking. The research was undertaken to identify the critical thinking contexts that nursing students confront in psychiatric clinical practices. Students were asked to document their everyday experience. The narratives were analysed and interpreted from the philosophical notion of hermeneutics. Four themes emerged as critical thinking contexts: anxiety, conflict, hyper-awareness, dilemmas. Writing narratives appear to provide opportunities for reflection in addition to facilitating critical thinking and communicative skills in students. Also, for the instructor, students' clinical narratives could provide insight to understand how students are thinking and to share student's personal difficulties. [source] A framework guiding critical thinking through reflective journal documentation: A Middle Eastern experienceINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 4 2007Elaine Simpson PhD RN The purpose of this paper is to present a framework to guide critical thinking through reflective journaling, and describe how a group of 20 Middle Eastern nurses used reflective journaling to enhance their practice. Journal documentation was used during clinical practicum to foster the development of critical thinking in order to assist nurses when analysing and evaluating their clinical experiences. The findings from this study demonstrated that nurses accepted the framework for journal documentation because it provided structure for reflection, speculation, synthesis and metacognition of events experienced during clinical practice. Journaling gave nurses the opportunity to transfer thoughts onto paper and write down subjective and objective data, and created dialogue between the nurse educators and nurses. They were engaged in productive and positive activity to enhance their nursing practice. Nurses also commented that writing helped to develop their confidence in writing English. [source] Opportunities for an improved role for nurses in psychoactive substance use: Review of the literatureINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 3 2004Annette M Nkowane RN RM BSc MA Nurses form a core component of many health care systems so their role in responding to problems related to psychoactive substance use is crucial. They are often under-utilized, mainly because of anxieties concerning role adequacy, legitimacy, lack of support and failure to implement interventions in a variety of settings. Nurses have unique opportunities through interactions they have with young people, families and significant others. Training and career preparation should encompass development of innovative strategies, taking a leading role in management of substance use patients, involvement in the treatment of the homeless mentally ill, HIV-infected individuals and persons with dual disorders of mental health and substance use. Future directions should focus on developing skills for critical thinking, preventive and therapeutic interventions, clinical judgement, effective organizational capacity and team work. Barriers such as scope of practice, authority, ethical and legal issues surrounding health care for substance use need to be addressed. [source] An Educational Strategy for Teaching Standardized Nursing LanguagesINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 1 2010Arlene T. Farren RN, CTN-A PURPOSE., The aim of this paper is to describe an educational strategy for teaching standardized nursing languages (SNL) used in both the classroom and clinical components of a psychiatric,mental health nursing course at the associate degree level. DATA SOURCES., Data included a review of the relevant literature, teaching experiences, and faculty and student experiences. DATA SYNTHESIS., Enhancing associate degree student nurses' competency regarding diagnosis and interventions is essential to influence positive health outcomes. Use of diagnostic, outcome, and intervention classifications for learning nursing care promotes critical thinking, individualization of nursing care, and students' fluency with SNL. One possible teaching strategy to assist students to learn and use SNL was implemented through the use of a faculty-developed Student Nurse Documentation Packet. CONCLUSIONS., The educational strategy provided students opportunities to enhance their experience with the SNL to plan and document care of individuals experiencing psychiatric,mental health problems. IMPLICATIONS FOR NURSING., The educational strategy used in this program was judged to be successful. Research is needed to provide empirical evidence of the efficacy of this pedagogical strategy for increasing knowledge and enhancing students' competency. [source] Use of NANDA, NIC, and NOC in a Baccalaureate CurriculumINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 2003Cynthia Finesilver BACKGROUND For the last 8 years, NANDA, NIC, and NOC have been successfully introduced to students in fundamentals courses at Bellin College of Nursing. As students progress through the curriculum, the classifications are expanded and applied to various client populations in all settings. The faculty expect students to use NANDA, NIC, and NOC in a variety of ways: during preparation for care of clients, documentation of client care, discussion of clients in postconference; in formal nursing process papers; and in the college laboratory setting. MAIN CONTENT POINTS Through the use of standardized languages, which address all steps of the nursing process, students have been able to plan, implement, and evaluate nursing care in all settings, from primary care to specialty care areas. Application of the NANDA, NOC, and NIC frameworks into a baccalaureate curriculum is desirable because the classifications are research based, comprehensive, and based on current nursing practice. NOC and NIC include physiologic, psychosocial, illness prevention and treatment, health promotion, and alternative therapies. Because of the universal and clinically meaningful language, students are able to communicate and document nursing activities in diverse settings and better define the unique actions and value of nursing. Feedback from students and faculty has been positive. Faculty members are encouraged to refine and alter course expectations related to NANDA, NOC, and NIC as needed. Students in the fundamentals courses adapt easily to NANDA, NOC and NIC during small group work and during discussion of common client problems, such as constipation. CONCLUSIONS Although the frameworks are not used as part of the organizing framework, they are used to teach nursing process and increase students' critical thinking and problem-solving capabilities. [source] The difference that difference makes in the mobilization of workersINTERNATIONAL JOURNAL OF URBAN AND REGIONAL RESEARCH, Issue 4 2002Nancy Ettlinger Drawing conceptually from feminist, post,development, cultural politics and radical political science literatures, this essay integrally relates differences among contexts (relationally defined) and people. I suggest that prospects for the mobilization of workers across space requires critical thinking about difference, entailing recognition of different work experiences associated with different industrial processes and avenues of exploitation, as well as possible friction among different groups of people across axes of difference. Although frictions of difference related both to economic and non,economic logics may pose complex problems for connecting workers within and across space, I argue that inclusive organizing strategies are critical to achieving pervasive and long,run social change. Tirant ces concepts de documents sur le post,féminisme et le post,développement, et de textes de politique culturelle et de science politique fondamentale, cet essai associe toutes les différences de contextes (définis en termes de relation) et d'individus. Il suggère que mobiliser des salariés à travers l'espace nécessite une réflexion critique sur la différence, ce qui implique la reconnaissance d'expériences professionnelles diverses combinées à des approches et processus industriels d'exploitation différents, ainsi que d'éventuels points de friction entre divers groupes de personnes d'un bout à l'autre des axes de différence. Même si ces points de friction, liés à une logique tant économique que non,économique, sont susceptibles de créer d'importantes difficultés pour relier des salariés dans l'espace, il faut appliquer des stratégies d'organisation globales si l'on veut obtenir un changement social capable de s'imprégner durablement. [source] The establishment of an academic nursing faculty: action research in IsraelINTERNATIONAL NURSING REVIEW, Issue 3 2009D. Arieli phd Aim:, The aim of this paper is twofold: to conceptualize tensions related to the academization of nursing, and to analyse a case study, describing how such tensions were dealt with in the process of establishing a new nursing department. Background:, This paper represents the first stage of a case study of the transformation of a hospital-based nursing school into an academic programme, carried out as a joint venture between a local hospital school and a college in northern Israel. Methods:, This paper is based on action research. The participants were 19 members of the new academic faculty and 3 members of an action research center. Findings:, The three inter-related tensions surfaced in the research process are: (1) the status of nursing and nurses, (2) the role of research and critical thinking in nursing education and practice, and (3) the characteristics of students, who should enrol in and graduate from nursing programmes, or in other words, the character of the ,ideal nurse'. Conclusions:, An action research process enables new teams to put tensions on the table so they can be openly addressed through ongoing reflection, inquiry, learning, evaluation and redesign. [source] Critical thinking dispositions in baccalaureate nursing studentsJOURNAL OF ADVANCED NURSING, Issue 2 2006Kyung Rim Shin EdD RN FAAN Aim., This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Background., Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. Methods., A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. Results., There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7·54, P = 0·0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0·0194, 0·0041, 0·0044). Conclusion., Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture. [source] Reflective practice in nursing ethics education: international collaborationJOURNAL OF ADVANCED NURSING, Issue 2 2004Carol J. Leppa PhD RN Background., The Internet provides the opportunity for international comparative study and collaboration when learning about ethics in clinical nursing practice. Aim., This paper aims to discuss Internet links developed between US and UK postregistration nursing students who were reflecting on clinical practice in order to explore how political and organizational structures of the health care system affect ethical decision-making. Discussion., An analysis is presented of the stages in developing an exchange course for students from these countries, which involved various combinations of classroom-based teaching, on-line discussions and international visits by students and teachers during its evolution. The strengths and weaknesses of the different methods are considered, and future developments identified. Conclusion., The Internet collaboration resulted in postregistration nursing students using reflection on practice in the study of ethics in clinical practice and an understanding of how systems structures and procedures affect ethical decision making. Internet-assisted teaching offers opportunities for collaboration, and student participants demonstrate sophisticated critical thinking in ethical decision-making. Issues of access barriers and motivation remain challenges to wider use. [source] Evaluation of nursing and medical students' attitudes towards people with disabilitiesJOURNAL OF CLINICAL NURSING, Issue 15-16 2010Hatice Sahin Aims and objectives., The aim of this study is to assess the attitudes of students towards disabled people and provide suggestions to make necessary changes in the curricula. Background., Disabled people suffer from rejection, exclusion and discrimination. The undergraduate education of future health professionals should include processes of critical thinking towards and analysis of the disabled. Design., Cross-sectional design was used. Methods., All the preclinical medical and nursing students in our institution were included in study. Data were collected using the Turkish Attitudes towards Disabled Person Scale (TATDP) and demographical variables. TATDP Scale was scored according to five-point Likert Scale. Results., Students' mean attitude score is 120·57 (SD 15·24). Subscale mean scores are 53·61 (SD 7·25) for compassion (CP), 50·47 (SDS 7·26) for social value (SV) and 16·49 (SD 2·89) for resource distribution (RD). Whilst nursing students had less contact with the disabled, medical students had a closer contact with them. Medical students acquired more prior knowledge about attitudes towards the disabled. Total attitude scores of female students were above the students' mean attitude score when compared to those of male students. Conclusion., Only if early contact is established with patients and the disabled, practical educational strategies are adopted, and the students are provided with information on attitudes about the disabled, will a social model of disability be introduced into the curriculum. Relevance to clinical practice., This study results were presented to curriculum planning committees of nursing and medical schools, so that they should use them as needs assessment data in developing a disability awareness curriculum. The curriculum will be implemented in cooperation with not only schools but also other social institutions. For instance, clerkship applications will be accomplished by cooperating with nursing homes and organisations of disabled people. [source] Application of family therapy theory to complex social issues: using the WebQuest in family therapy trainingJOURNAL OF FAMILY THERAPY, Issue 4 2007Soh-Leong Lim This paper describes how the WebQuest is used to foster critical thinking and application of theory to complex social problems in a Master's level class on contemporary family therapy theories. The issue of child trafficking and prostitution is explored through the web-based inquiry learning where scaffold learning is provided. Scaffolding includes resource links and guidance on cognitive and social skills, which are provided to facilitate the learner's development. The WebQuest design includes the task, the process and the evaluation rubrics. Student feedback on the WebQuest was positive and included increased motivation in learning, critical thinking and global awareness. [source] | ||||||||||||||||||||||