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What Is Critical Thinking In Nursing

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Introduction
One major objective for nursing education is to produce nurses with the aptitude to think critically and consequently, be able to provide safe nursing care; and in doing so one must possess characteristics of knowledge, judgment and skills. According to Suliman (2006) the critical thinking dispositions (CTD) and learning styles (LS) of student nurses are of major concern to nurse educators because it affects the teaching methods used in their development. Ju An and Sook Yoo (2008) assert that understanding the link between learning style and critical thinking would facilitate the development of a curriculum that will help all styles of learners to develop their critical thinking skills. As a result, the following study will be …show more content…

However, Ju An & Sook Yoo, (2008) examine students critical thinking by using the California Critical Thinking Disposition Inventory which composed of 26 items, which represent three constructs of critical thinking disposition. These constructs are Engagement, Cognitive Maturity, and Innovativeness. Suliman, (2006) also use this scale to measures the use of Critical thinking ability by means of truth seeking (T), inquisitiveness (I), open-mindedness (O), analyticity (A), systematicity (S), self-confidence (C) and maturity. Conversely Özkahraman & Yildirim, (2012) also utilized the California Critical Thinking Disposition Inventory (CCTDI) but went more in depth with the constructs as well as elaborating on T, I, O, A, S, C and maturity. In keeping with Facione, Giancarlo, Facione & Gainen, (1995) the Truthseeking scale on the CCTDI measures intellectual honesty, the courageous desire for best knowledge in any situation, the inclination to ask challenging questions and to follow the reasons and evidence wherever they lead. Facione, et al., (1995) also made mentioned that Openmindedness measures tolerance for new ideas and divergent views while Analyticity measures alertness to potential …show more content…

In the study of Rudd et al (2000), the relationship between critical thinking disposition and learning styles was not significant. Tüfekci, Küçükoğlu, Bölükbaş, & Tezel, (2011) further more indicated same result when studies between experimental and control group of nursing students on the impact of critical thinking has on examination passes show no statistical relationship between those who were exposed to critical thinking education and those who weren’t. However, it was also noted that in order to improve students critical thinking skills learning and teaching styles need to be enhance such as presenting theoretical knowledge, scenario studies, making exercises and giving homework as purported by Tufekci (2011). In order to emphasize the

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The analyzing, evaluating and critiquing theories is helpful and important when using particular theory and will apply it in specific area. The purpose of analyzing, evaluating and critiquing theories is to determine the weaknesses and strengths of a particular theory, to determine the need to theory improvement and to assess the theory relevance and applicability to particular filed. In nursing dripline, analyzing, evaluating and critiquing theories is assist to determine if the selected theory is works and useful or not in nursing practice (McEwen & Wills, 2014). Also, to assess the applicability of the theory to the nursing education and practice and research. There are a big different between grand theories and middle range theories.

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Willingham (2007) investigate the challenges of teaching fault-finding thinking in his article, "Critical Thinking: Why Is It So Hard to Teach?" He demonstrates that "the mental actions that are typically named critical thinking are indeed a subset of three types of thinking: reasoning, making judgments and conclusions, and problem-solving" (Willingham, 2007). This outlook emphasizes the complex type of critical thinking and highlights the need for a inclusive approach to education that promotes these skills. By merging critical thinking training in instruction, individuals can cultivate a well-rounded set of abilities that prepares them for the complexities of the new

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I believe further exploration into critical thinking perception involving both professors and students would provide beneficial information for those hoping to improve both perception and ability of critical thinking. Further research into student’s perception of peer’s ability could also be conducted and refined. I also believe our current research could be further developed indicate differences in critical thinking perception among peers in various variables. The variables that could be further examined include traditional age students versus adult learners, a comparison study by major, and another comparison study by gender. These are all aspects that could change our result, and determine more accurately a student’s perception of their peers, in a more specific instance.

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Critical thinking has been also described as an ability to acknowledge and test previously held assumptions. It includes the ability to engage in reflective and independent thinking. Therefore a person who with critical thinking skills are able to reflect on the justification of one 's own beliefs and values. Critical thinking differs from people who are good at collecting information, a person with a good memory

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By the 1980’s, critical thinking was a popular term among professionals in education, and thus, made its way into curriculums throughout the world.

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There is a significant difference between thinking critically while close reading complex text and thinking creatively while solving a complicated task… Creative thinking is divergent, critical thinking is convergent; whereas creative thinking tries to create something new, critical thinking seeks to assess worth or validity in something that exists; whereas creative thinking is carried on by violating accepted principles, critical thinking is carried on by applying accepted principles. Although creative and critical thinking may very well be different sides of the same coin they are not identical (Beyer, 1987, p.35). The Common Core’s emphasis on text-based thinking at the expense of experiential learning is not in the best interest of students or their future employers.

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