Abstract
Identify, from the experiences of nursing students and their professors, the critical thinking skills necessary for applying the diagnosis process to clinical practice. Descriptive-exploratory with qualitative approach. The study was conducted at a higher education institution in the south of Brazil, after approval from the Research Ethics Committee, under CAEE No 72294917.7.0000.5347. It had the participation of five nursing students and four nursing professors through focal group sessions. The content analysis technique was used for data analysis. The most remarkable holistic critical thinking skills identified from the point of view of the nursing students were: analysis and knowledge; from the professors' perspective, they were: analysis, information search, clinical experience, knowledge transformation, contextual perspective, intuition, prediction and comprehension. With the findings of this research, professors will be capable of implementing strategies focused on the individual needs of students in order to qualify teaching practices as to the nursing diagnosis process.
Highlights
Holistic critical thinking (HCT) has become a theme of interest in teaching, analyzing the current situation of the nursing scenario worldwide; social and economic determinants require quickness and problem-solving capacity for the numerous and different problems of individuals
It is worth mentioning the importance of applying instruments for critical thinking evaluation, as it is the case of the Holistic Critical Thinking Scoring Rubric, which assesses the level of holistic critical thinking of students and make it an ally for building a curriculum and a practice that takes into account the capabilities of each student, as well as their weaknesses, which may be handled along the formative process
The study counted with the participation of four professors: professor (P1), 28 years old, female, is a master with 2 years of teaching experience and 6 years working as a Nursing professional; professor (P2), 37 years old, female, is a master with more than 5 years of teaching experience and 14 years working as a Nursing professional; professor (P3), 43 years old, female, is a master with over 5 years of teaching experience and 21 years working as a Nursing professional; and professor (P4), 51 years old, female, is a PhD with more than 5 years of teaching experience and 8 years working as a Nursing professional
Summary
Holistic critical thinking (HCT) has become a theme of interest in teaching, analyzing the current situation of the nursing scenario worldwide; social and economic determinants require quickness and problem-solving capacity for the numerous and different problems of individuals. To teach one to think holistically, HCT assessment is necessary and allows forming a general opinion on the quality of the critical thinking of the person subjected to the assessment From this perspective, it is worth mentioning the importance of applying instruments for critical thinking evaluation, as it is the case of the Holistic Critical Thinking Scoring Rubric, which assesses the level of holistic critical thinking of students and make it an ally for building a curriculum and a practice that takes into account the capabilities of each student, as well as their weaknesses, which may be handled along the formative process. It will be possible to bring about change and intervene in the modes of thinking that may decisively influence care practices, which, in their turn, will be certainly more humane, ethical, esthetic, solidary and, especially, holistic, comprehending the human being (individual) as a unit
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