Factors impacting critical thinking skill development during skills fair intervention
Themes | Subthemes | Frequency of mentions |
---|---|---|
Internal factors | 33 | |
Confidence and anxiety levels | 17 | |
Attitude | 10 | |
Age | 6 | |
External factors | 62 | |
Experience and practice | 21 | |
Faculty involvement | 24 | |
Positive learning environment | 11 | |
Faculty prompts | 6 |
Skills fair intervention as a developmental strategy for critical thinking
Themes | Subthemes | Frequency |
---|---|---|
Develops alternative thinking | 13 | |
Application of knowledge and skills | 9 | |
Noticing trends to prevent complications | 4 | |
Thinking before doing | 10 | |
Considering future outcomes | 5 | |
Analyzing relevant data | 5 |
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Critical thinking skills.
Linda Bruce Hill, Alise Lamoreaux, Phyllis Nissila, Thomas Priester
Thinking comes naturally. You don’t have to make it happen—it just does. But you can make it happen in different ways. For example, you can think positively or negatively. You can think with “heart” and you can think with rational judgment. You can also think strategically and analytically, and mathematically and scientifically. These are a few of multiple ways in which the mind can process thought.
What are some forms of thinking you use? When do you use them, and why?
As a college student, you are tasked with engaging and expanding your thinking skills. One of the most important of these skills is critical thinking. Critical thinking is important because it relates to nearly all tasks, situations, topics, careers, environments, challenges, and opportunities. It’s a “domain-general” thinking skill—not a thinking skill that’s reserved for a one subject alone or restricted to a particular subject area.
Great leaders have highly attuned critical thinking skills, and you can, too. In fact, you probably have a lot of these skills already. Of all your thinking skills, critical thinking may have the greatest value.
Critical thinking is clear, reasonable, reflective thinking focused on deciding what to believe or do. It means asking probing questions like, “How do we know?” or “Is this true in every case or just in this instance?” It involves being skeptical and challenging assumptions, rather than simply memorizing facts or blindly accepting what you hear or read.
Imagine, for example, that you’re reading a history textbook. You wonder who wrote it and why, because you detect certain biases in the writing. You find that the author has a limited scope of research focused only on a particular group within a population. In this case, your critical thinking reveals that there are “other sides to the story.”
Who are critical thinkers, and what characteristics do they have in common? Critical thinkers are usually curious and reflective people . They like to explore and probe new areas and seek knowledge, clarification, and new solutions. They ask pertinent questions, evaluate statements and arguments, and they distinguish between facts and opinion. They are also willing to examine their own beliefs, possessing a manner of humility that allows them to admit lack of knowledge or understanding when needed. They are open to changing their mind. Perhaps most of all, they actively enjoy learning, and seeking new knowledge is a lifelong pursuit. The seek to improve on the quality of their thinking.
This may well be you!
No matter where you are on the road to being a critical thinker, you can always more fully develop and finely tune your skills. Doing so will help you develop more balanced arguments, express yourself clearly, read critically, and glean important information efficiently. Critical thinking skills will help you in any profession or any circumstance of life, from science to art to business to teaching. With critical thinking, you become a clearer thinker and problem solver.
Critical Thinking IS | Critical Thinking is NOT |
---|---|
Skepticism | Memorizing |
Examining assumptions | Group thinking |
Challenging reasoning | Blind acceptance of authority |
Uncovering biases |
The following video, from Lawrence Bland, presents the major concepts and benefits of critical thinking.
Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question and examination for the purpose of logically constructing reasoned perspectives.
The word logic comes from the Ancient Greek logike , referring to the science or art of reasoning. Using logic, a person evaluates arguments and reasoning and strives to distinguish between good and bad reasoning, or between truth and falsehood. Using logic, you can evaluate ideas or claims people make, make good decisions, and form sound beliefs about the world. [1]
When you use critical thinking to evaluate information, you need to clarify your thinking to yourself and likely to others. Doing this well is mainly a process of asking and answering probing questions, such as the logic questions discussed earlier. Design your questions to fit your needs, but be sure to cover adequate ground. What is the purpose? What question are we trying to answer? What point of view is being expressed? What assumptions are we or others making? What are the facts and data we know, and how do we know them? What are the concepts we’re working with? What are the conclusions, and do they make sense? What are the implications?
“Habits of mind” are the personal commitments, values, and standards you have about the principle of good thinking. Consider your intellectual commitments, values, and standards. Do you approach problems with an open mind, a respect for truth, and an inquiring attitude? Some good habits to have when thinking critically are being receptive to having your opinions changed, having respect for others, being independent and not accepting something is true until you’ve had the time to examine the available evidence, being fair-minded, having respect for a reason, having an inquiring mind, not making assumptions, and always, especially, questioning your own conclusions—in other words, developing an intellectual work ethic. Try to work these qualities into your daily life.
Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture. —Francis Bacon, philosopher
Critical thinking is a fundamental skill for college students, but it should also be a lifelong pursuit. Below are additional strategies to develop yourself as a critical thinker in college and in everyday life:
The following text is an excerpt from an essay by Dr. Andrew Robert Baker, “Thinking Critically and Creatively. ” In these paragraphs, Dr. Baker underscores the importance of critical thinking—the imperative of critical thinking, really—to improving as students, teachers, and researchers. The follow-up portion of this essay appears in the Creative Thinking section of this course.
Critical thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. You use them every day, and you can continue improving them.
The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.
The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze myriad issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information?
It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners and researchers.
—Dr. Andrew Robert Baker, Foundations of Academic Success: Words of Wisdom
LICENSES AND ATTRIBUTIONS
name: Linda Bruce Hill, Alise Lamoreaux, Phyllis Nissila, Thomas Priester
Critical Thinking Skills Copyright © 2021 by Linda Bruce Hill, Alise Lamoreaux, Phyllis Nissila, Thomas Priester is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.
Clinical , Med Surg
In this video, I’m walking you through the step-by-step process for how to critically think in nursing school.
I always found it crazy that when you get to nursing school, everyone throws around this phrase “critical thinking,” and they all expect you to know how to do it. But no one tells you what it even means!
So I’m going to walk you through how to critically think, step-by-step, so that you can FINALLY understand it and start doing it in nursing school.
HERE’S A BREAKDOWN OF WHAT WE’LL TALK ABOUT:
Planning ahead (1:22)
Connecting the dots (3:02)
Critical Thinking Model (4:50) D: Definition/Description (5:19) R: Reason/Rationale (5:55) C: Connection (6:22)
Cardiac Example (6:43) D: Definition/Description (6:55) R: Reason/Rationale (7:22) C: Connection (8:42)
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How to Critically Think in Nursing School (YOUR ULTIMATE GUIDE)
How to ACE Nursing Fundamentals (+ Critical Thinking Tips!)
Critical Care Nursing (3 Things You Need to Know in Nursing School)
What is Critical Thinking In Nursing?
The Nursing Process and Critical Thinking (Step by Step)
VIDEO TRANSCRIPT
In this video, I’m walking you through the step-by-step process for how to critically think in nursing school. I always found it crazy that when you get to nursing school, everyone throws around this phrase “critical thinking,” and they all expect you to know how to do it. But no one tells you what it even means! So I’m going to walk you through how to critically think, step-by-step, so that you can FINALLY understand it and start doing it. So hit that subscribe button and click the notification bell and let’s dive in.
So here’s the BEST news about critical thinking in nursing school: there’s really only 2 main parts to it,
That’s it. Doesn’t sound so bad, right?
But the problem is, actually being ABLE to plan ahead AND connect the dots. That is not an easy task. Thankfully, I have a step-by-step process that I’m going to walk you through to show you exactly how to connect the dots and critically think in nursing school. We’ll get to that in a minute. I also have a free critical thinking cheat sheet that walks you through this as well. The link is in the description below, so be sure to get it after watching this video, because it will REALLY help you as you study for your classes.
First, let’s talk about what it actually MEANS to plan ahead and connect the dots, and then we’ll dive into the nitty gritty on how to do it.
Planning ahead means, pretty much like it sounds, you’re always planning the next thing. You’re always thinking about your next move as a nurse. So if you’re going into a patient’s room,
You should always have your game plan laid out BEFORE you walk into a patients room.
I had an instructor in nursing school who was absolutely brilliant, I totally loved her, she was the best. She had this rule that you had to do AT LEAST 3 THINGS every time you walked into a patients room. You had to batch your tasks and have a plan BEFORE you went in.
And throughout the clinical day, batching our tasks like this really added up so a LOT of time saved. So instead of going back and fourth, in and out of the room to grab random supplies or things, we always had a game plan going in, and knew what tasks we were going to do in the room. And it had to be AT LEAST 3 . And trust me, she would catch us and ask right before we walked into the patients room, so we always had to be prepared.
So that is planning ahead. You always need to be one-step ahead and know what you’re going to do next.
Thankfully, that part of critical thinking is pretty easy and straightforward.
Connecting the dots, however, is really where the fun starts to happen.
Connecting the dots in nursing school means that you’re comparing and contrasting all of the topics and concepts you’re learning about. You’re putting all the puzzle pieces together, both during lecture class, skills lab, and clinical.
So you understand the disease process of what’s going on with your patient, and you understand how that disease process is causing the signs and symptoms their showing, you know what to assess for, and you know what nursing interventions you expect to do.
This isn’t just memorizing a list of signs and symptoms and assessments, though. Critical thinking means that you’re able to compare and contrast it with other disorders, and put 2 and 2 together.
Don’t worry, I’m going to walk you through an example in a minute, so hang tight. This is ALL going to come together for you!
Before we get there, though, I want to give a shout out to Keona for our YouTube comment of the week, which says,
“This has helped me so much with understand. I need things to be broken down like this, I get it and don’t feel overwhelmed. That textbook can be intimidating! Thank you so much!”
Oh my, I TOTALLY agree. Those textbooks are filled with so much info, it can be super hard to know what to focus on and study. I’m so glad our videos have helped you out, friend! Thanks so much for being here!
And keep your comments coming. We read and respond to every one, and they make me so happy! Thank you so much for all of your support, you’re the BEST !
Now, as promised, let’s dive into exactly HOW to critically think.
I’m going to walk you through the CRITICAL THINKING MODEL , which is a model I created to walk you through exactly HOW to critically think, step-by-step.
Using this CRITICAL THINKING MODEL is going to be the difference between getting an A on an exam, and getting a C. You absolutely MUST know how to critically think to be successful in nursing school, pass your exams, and be a rock star at clinical.
So let’s walk through it and I’ll show you exactly how to do it:
This is the very high level part, but we have to start here before we can move onto the other steps. Because if you don’t understand the basics, you won’t be able to understand the deeper level stuff.
So this means you’ll write out what it is, what you need to know about it, or what the description is of it.
And don’t worry, I’m going to put all this to an example here in a minute, so stay with me. It will all come together for you.
So the first step is the D, what’s the definition or description of the topic you’re learning about?
This is the WHY behind the topic. You’ll write out WHY it happens and WHY it matters. This is the reasoning behind it. And most often, this step will be related to the pathophysiology. So if you’re studying a particular disorder and are writing out WHY it happens, this is where you’ll dive into the pathophysiology of what’s happening with the disorder.
This is really where your critical thinking skills will shine! You’ll connect the topic to everything else you’re learning about in nursing school. This is the HOW : how does this topic connect to everything else? This is where it really all starts to come together.
Okay, so now that we’ve gone over what it looks like, let’s put it to an example.
Let’s take a really complex example, like the cardiac system, and I’ll show you how this DRC CRITICAL THINKING MODEL works.
So the description of the cardiac system is that it pumps blood through the body, right? It contains the heart, the blood vessels, and the blood. And when it all works together, the heart pumps the blood into the blood vessels, to the organs, and then the blood comes back to the heart to be circulated again. That’s really the cardiac system in a nutshell, right?
So WHY does this matter? WHY is the cardiac system important? What’s the point?
So here we could write out what it’s purpose is and what it does, so WHY does it matter. Well, the blood in the cardiac system is rich with nutrients and oxygen, which are 2 things the organs need to function. Without those nutrients and the oxygen, the organs would fail, right?
The blood also takes AWAY deoxygenated blood and waste products from the organs. So as the organs and body tissues function throughout the day, they create waste products like carbon dioxide and lactic acid. It’s the bloods job to take these waste products and take them to where they need to go, so they can be removed from the body.
If the blood didn’t do it’s job, those waste products could build up to toxic levels in the body and cause major issues, like METABOLIC ACIDOSIS .
And no worries, if you need a refresher on the pathway of blood flow through the heart and how it all works, you can check THIS video out right here.
So that’s the R part of the DRC CRITICAL THINKING MODEL for the cardiac system: it transports nutrients and oxygen to the body tissues, and removes toxic waste products that the tissues don’t need.
How does the cardiac system CONNECT with everything else you’re learning in nursing school?
This is where the fun really begins!
The cardiac system really affects the entire body, but let’s focus on 2 main areas that it impacts:
So in nursing school, you’ll probably study the respiratory system along with the cardiac system, and you might even study the renal system and kidneys along with it to, so that’s why I want to connect all 3 of those together for you. I’m basically going to give you all the answers here.
So let’s walk through it:
The cardiac system sends blood to all the other organs and tissues in the body, including the lungs and the kidneys.
So if the heart is pumping fine and the blood is circulating properly, the lungs and kidneys are happy campers and they can do their job just fine.
BUT , if the heart starts to fail, or the blood isn’t able to circulate properly, then that’s where we start to see problems.
If the blood isn’t able to get pumped out of the heart and move FORWARD to the body, then it is going to stagnate and stay in the heart, and back up in the system. And where’s the first place it’s going to back up into? The LUNGS ! If the left ventricle can’t pump blood to the body, it’s going to back up into the LUNGS !
Now, this will lead to a whole bunch of problems. What do you think will happen to the lungs when they have extra blood and fluid in them? Well, they’ll get filled with that fluid, right? So when you listen with your stethoscope, you will probably hear crackles, which are caused by all that fluid build up. Your patient may also have trouble breathing, since their lungs aren’t able to do all the gas exchange they need to because they have that layer of fluid in the lungs.
Now on the cardiac side, if blood isn’t going to the rest of the body, including the kidneys, what would you expect to see?
I’ll give you a few seconds to think about it, I know you can do it!
Okay, so if the heart isn’t able to pump blood to the rest of the body, including the kidneys, what would you expect to see? The first thing that came to my mind was a decreased urine output. If the kidneys aren’t getting enough blood, they aren’t going to be able to do their job and make urine, right? So they will have a decreased urine output.
On top of that, if the heart isn’t pumping blood to the body, you’ll probably notice that it’s harder to feel the patients pulses in their wrists or feet. If the blood isn’t pumping there as much, their pulses will be decreased. Their hands and feet might also be colder and pale since there’s not as much blood circulating to warm them up.
So you see how all of these things connect together? This is exactly what you’ll walk through during step number 3 of the DRC CRITICAL THINKING MODEL : connect the dots with everything else that you’re learning.
Really challenge yourself here. I don’t want you to stay high-level and call it good. No, I want you to dig deep and really try to put the concepts together.
If you’re a NursingSOS Member, be sure to log-into your dashboard and find the course that goes along with what you’re studying in class and watch those videos if you need help with it. I’ll walk you through the critical thinking for all of it, so it will make this process a whole lot easier for you!
Now in the next video, I’m going to tell you the TOP HABITS of highly successful nursing students. So if you want to succeed in nursing school, make sure you’re doing these things, they are super important!
And make sure you’ve clicked the notification bell to get notified when we post that video, or you might miss it.
Now make sure to like, comment, and share this video with a friend.
And click on one of these videos here so you can keep rocking nursing school, and go become the nurse that God created only YOU to be. And I’ll catch you in the next video.
Enrollment open until friday, get better grades and have more free time, pass nursing school or get your money back.
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The expert critical thinker uses the following six essential cognitive skills. 1. Interpretation involves clarifying meaning, such as determining the significance of laboratory values, vital signs, and physical assessment data. It also includes understanding the meaning of a patient's behavior or statements.
Six critical thinking skills for at-the-bedside success. Six critical thinking skills for at-the-bedside success Dimens Crit Care Nurs. 2001 Mar-Apr;20(2):30-3. doi: 10.1097/00003465-200103000-00008. Author D D Ignatavicius 1 Affiliation 1 DI Associates, Inc., Hughesville, MD ...
DOI: 10.1097/00006247-200101000-00016 Corpus ID: 144183972; 6 critical thinking skills for at-the-bedside success: Key ways to practice, nurture, and reinforce staff members' cognitive skills.
Ignatavicius believed that a critical thinker required six cognitive skills: interpretation, analysis, evaluation, inference, explanation and self-regulation (Chun-Chih et al., 2015). According to ...
Six critical thinking skills for at-the-bedside success. ABOUT THE AUTHOR. Donna D. Ignatavicius, RN, Cm, MS, is president of DI Associates, Inc., in Hughesville, Md. Dimensions of Critical Care Nursing: March 2001 - Volume 20 - Issue 2 - p 30-33.
Download Citation | On Jan 1, 2001, Donna D. Ignatavicius published 6 critical thinking skills for at-the-bedside success | Find, read and cite all the research you need on ResearchGate
Semantic Scholar extracted view of "Six critical thinking skills for at-the-bedside success." by D. Ignatavicius
There are six main skills you can develop to successfully analyze facts and situations and come up with logical conclusions: 1. Analytical thinking. Being able to properly analyze information is the most important aspect of critical thinking. This implies gathering information and interpreting it, but also skeptically evaluating data.
Beyond the collegiate experience, the development and enhancement of critical thinking skills remain a necessity in nursing practice. Researchers and clinical educators have attempted to establish ...
Find your Coach. The key critical thinking skills are identifying biases, inference, research, identification, curiosity, and judging relevance. Let's explore these six critical thinking skills you should learn and why they're so important to the critical thinking process. 1.
Learn how to identify and cultivate critical thinking skills of your staff. ... Critical thinking skills for at-the-bedside success Nurs Manage. 2001 Jan;32(1):37-9. doi: 10.1097/00006247-200101000-00016. Author D D Ignatavicius 1 Affiliation 1 DI Associates, Inc., Hughesville ...
Nurse leaders are encouraged to support the development of critical-thinking skills in less experienced staff with the goal of improving the nurse's ability to work in the ICU and improving patient outcomes. ... Six critical thinking skills for at-the-bedside success. Ignatavicius DD. Dimens Crit Care Nurs, (2):30-33 2001 MED: 22076296 ...
This course helps you to identify and cultivate critical thinking skills of your staff and promote these skills in your staff. Learn how to identify and cultivate critical thinking skills of your staff. ... {Critical thinking skills for at-the-bedside success.}, author={Donna D. Ignatavicius}, journal={Nursing management}, year={2001}, volume ...
The bedside encounter between a patient and physician remains the cornerstone of the practice of medicine. However, physicians and trainees spend less time in direct contact with patients and families in the modern health care system. The current pandemic has further threatened time spent with patients. This lack of time has led to a decline in clinical skills and a decrease in the number of ...
The intellectual roots of critical thinking applied to the practice of teaching were planted by Socrates 2,500 years ago. Socrates' practice was followed by the critical thinking of Plato, Aristotle, and the Greek skeptics (Knight, 2007). The concept of critical thinking has become widespread in literature and has been studied in various settings.
This article provides a comprehensive review of critical thinking from both a theoretical and, more importantly, a practical perspective. The theoretical detail with regard to critical thinking is extensive. ... Critical thinking at the bedside: a practical perspective Br J Nurs. 2003;12(19):1142-9. doi: 10.12968/bjon.2003.12.19.11799.
Critical thinking is a skill that allows you to make logical and informed decisions to the best of your ability. For example, a child who has not yet developed such skills might believe the Tooth Fairy left money under their pillow based on stories their parents told them. A critical thinker, however, can quickly conclude that the existence of ...
Ignatavicius, D. (2001), " Six critical thinking skills for at-the-bedside success ", Dimensions of Critical Care Nursing, Vol. 20 No. 2, pp. 30-33. Institute of Medicine (2001), Crossing the Quality Chasm: A New Health System for the 21st Century, National Academy Press, Washington.
Critical thinking is fundamentally a process of questioning information and data. You may question the information you read in a textbook, or you may question what a politician or a professor or a classmate says. You can also question a commonly-held belief or a new idea. With critical thinking, anything and everything is subject to question ...
This is really where your critical thinking skills will shine! You'll connect the topic to everything else you're learning about in nursing school. ... So that's the R part of the DRC CRITICAL THINKING MODEL for the cardiac system: it transports nutrients and oxygen to the body tissues, and removes toxic waste products that the tissues ...
Six critical thinking skills for at-the-bedside success (Q82467410) From Wikidata. Jump to navigation Jump to search. scientific article published on 01 March 2001 ... Description Also known as; English: Six critical thinking skills for at-the-bedside success. scientific article published on 01 March 2001. Statements. instance of. scholarly ...
This article provides a comprehensive review of critical thinking from both a theoretical and, more importantly, a practical perspective. The theoretical detail with regard to critical thinking is extensive. The many models developed from the literature are often too complex and difficult to interpret in relation to clinical practice situations. If theory cannot be integrated into practice ...
as the assortment of inclination or habits of using skills besides the skills introduced b y. Critical Thinking and Gender Differences in Academi c Self-regulation in Higher Education 134. Bloom ...