Critical Thinking Of Nurses Research Articles

Suggestions for overcoming the barriers to critical thinking in nursing.

Nurses strive to provide the best quality of care to their patients in a stressful and constantly changing environment. Critical thinking (CT) could help nurses provide better quality of care to their patients. However, studies have shown that nurses either have low levels of CT or underutilize it during clinical practice. A possible explanation could be that nurses experience barriers during the development and/or utilization of CT. Since CT can be cultivated during university, nurse educators could utilize methods that improve CT. However, nurse educators do not sufficiently develop the CT of their students, since they usually rely on teacher-centered methods and not active learning methods. On the other hand, during clinical practice nurses cope with several barriers that inhibit their ability to use CT, such as: lack of teamwork, high levels of stress, time constraints, and understaffing. All these barriers decrease the utilization of CT and the quality of care that nurses provide. The present commentary suggests a simple strategy that could be used by educators and assist graduate nurses overcome the barriers to utilize CT during clinical practice. This strategy consists of three distinct components, namely: individual, interdisciplinary, and administrative. Each component could be used individually to improve the CT of nurses depending on the available resources and facilities. Nevertheless, educators by improving the CT of nurses could assist them in providing better quality of care.

A cross-sectional survey on nurses in burn departments: Core competencies and influencing factors

BackgroundNurses of burn departments play a vital role in caring for and rehabilitating burn patients. However, the situation of nurses in burn departments is seldomly reported. The current study aims to identify the status and influencing factors of nurses in burn departments' core competencies nationwide. MethodsThis is a cross-sectional and multicenter study. Purposive sampling was used to recruit registered nurses who worked in burn departments of 12 tertiary hospitals in Mainland China. We issued an online survey including structured questionnaires consisting of socio-demographic information and the Self-rating Scale for Core Competencies. ResultsTotally 267 nurses in burn departments participated in our study. The mean score of nurses in burn departments’ core competencies was (3.81 ± 0.53), with a scoring rate of 76.22%. Professional title, length of employment and experiences in burn intensive care units (BICUs) were influencing factors of NBDs’ core competencies (P < 0.05), explaining 21.0% of the total variance. ConclusionsOur findings indicate that the core competencies of nurses in burn departments were at a moderate level generally. Moreover, this study highlights that nursing administrators and educators should promote the specialized knowledge and skills, teaching skills and critical thinking of nurses in burn departments.

Postgraduate Medical Imaging Nursing Curriculum: Development and Indications for Nursing Practice

Medical Imaging (MI) nurses require advanced education to increase their ability to positively influence patient care, leading to improved patient outcomes. The MI nursing field has been a neglected specialty with regard to postgraduate tertiary education programs, where the eminent skills, knowledge, and expertise of other specialist nursing fields have been recognized and sought after, such as critical care environments. Postgraduate tertiary education incorporates the application of evidence-based theory to clinical practice and can address the theory-practice gap and improve the critical thinking, confidence, and competence of MI nurses. Postgraduate tertiary education can contribute to improved patient outcomes and reduced mortality. A postgraduate tertiary MI nursing program was developed to support the clinical practice and critical thinking of nurses in radiology departments.

Professional Self-Concept and Critical Thinking of Pediatric Nurses in Turkey

Objecetives: There has been an increasing demand for nurses with advanced professional qualifications. A professional self-concept and critical thinking in nurses are necessary for determining complicated patient care needs and for finding and applying accurate and practical solutions in patient management. This study conducted to determine level of critical thinking and professional self-concept and the relationship between these concepts in pediatric nurses. Study Design: The study was conducted with 120 nurses working at a public hospital in Middle Anatolia in Turkey. The data were collected using a questionnaire, the Professional Self-Concept Scale in Nurses (PSCSN) and the California Critical Thinking Disposition Inventory (CCTDI). Results: A significant positive association was found between the mean PSCSN and CCTDI scores of the nurses (p<0.05). Educational and employment status, voluntary choice of job and communication with other health care professionals influenced the mean scores of professional self-concept and critical thinking in nurses. Conclusion: It was determined that critical thinking ability is important in developing professional self-concept, and educational status, working position, choosing the profession willingly and communication with the other healthcare staff were effective on professional self-concept and critical thinking.

AN INVESTIGATION OF THE CRITICAL THINKING ABILITIES OF NURSES IN GENERATION-X AND -Y: THE CASE OF ELAZIĞ

Aim: The aim of this study was to examine the critical thinking skills of working nurses in generation-X and -Y. Method: This descriptive cross-sectional study was conducted between 10.01.2019-01.03.2019 in a hospital in Elazıg province, and 107 nurses from different generations participated in the study. Generation-X was selected from nurses born between 1965 and 1979 and Generation-Y was selected from nurses born between 1980 and 1999. "Personal Data Form" and “California Critical Thinking Disposition Inventory” were used in the collection of data. Number, percentage, average, and t-test were employed to evaluate the data. Results: The average age of the nurses participating in the study was 33.42±7.45 and the average of their professional working duration was 10.86±7.65 years. Also, 58.9% of nurses were female, 74.8% were married, 68.2% had undergraduate and graduate degrees. Forty-three percent of the nurses in the study stated that they knew the concept of critical thinking also 57% of the nurses in the study were in generation-Y. The mean California Critical Thinking Disposition Inventory scores of the nurses were 224.64±20.83 and their critical thinking skills were found to be low. Nurses received the highest score from the sub-dimension of analyticity (45.75±5.64) and the lowest score from the sub-dimension of open-mindedness (29.41±6.41) among the sub-dimension of the California Critical Thinking Disposition Inventory scale. The critical thinking tendencies of Generation-Y nurses were higher than those of generation-X and a significant difference was found (p<0.05). Conclusion: Critical thinking ability, which is considered to be effective in clinical decision making, was found to be low in the nurses participating in the study. It is necessary to remove the obstacles to critical thinking of nurses in nursing programs and to develop a curriculum on critical thinking. It is proposed to provide in-service training to improve the critical thinking skills of working nurses.

Nurses’ critical thinking and clinical decision-making abilities are correlated with the quality of nursing handover

Critical thinking skills are instrumental for nurses to address patients complex situations and needs to ensure continuity of care. It's aimed to identify the relationship between nurses critical thinking and clinical decision-making abilities with the quality of nursing handover. A cross-sectional, descriptive correlational study was conducted with 205 nurses. Simple random sampling was used for participant recruitment. Data were collected by a questionnaire analyzed using Pearson's correlation test. In this study, nurses had good critical thinking, clinical decision-making abilities and handover quality. There is a strong relationship between critical thinking and clinical decision-making and the quality of nursing handover (p=0.001; r=0.384; r=0.247). This study confirms the relationships of nurses critical thinking and clinical decision-making abilities with the quality of nursing handover. Education level appears to have the largest influence, the results imply a need for nurses to have higher education.

Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.&#x0D; &#x0D; &#x0D; Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

Florence Nightingale's theory and her contributions to holistic critical thinking in nursing.

to reflect on Florence Nightingale's legacy and describe her contributions to critical holistic thinking in nursing. this is a theoretical reflection, for which scientific productions on Florence Nightingale's environmental theory, as published in national and international journals, were based. Florence Nightingale's philosophy and teachings emphasize that the nurse must use her brain, heart and hands to create healing environments to care for the patient's body, mind and spirit. Nursing, since the time of Nightingale, has been building the holistic paradigm, in all schools of thought, with a view to a humanistic approach to the human being in their indivisible relationship with the environment. Florence's contributions to holistic critical thinking in nursing are evident, constituting nurses' differential in clinical practice.

The Role of Head Nurse, Critical Thinking Nurse And Documentation of Integrated Patient Progress Note: Cross Sectional

The study aimed to identify the relationship between the role of head nurse and critical thinking of nurse to the documentation of integrated patient progress note. The study used a descriptive correlation design, a cross sectional approach, with a sample of 69 nurses who documented integrated patient pogress note, using cluster sampling techniques, through Pearson, Spearman, Mann Whitney and Linear Regression analyzes. There was a significant relationship between the role of head nurse (p=0.038; α=0.05) and the nurse's critical thinking (p=0.003; α=0.05) to the documentation of integrated patient progress note. Critical thinking of nurses is the most influential factor in documenting integrated patient progress note. Here needs to be a policy, evaluation and monitoring of the nursing manager through self-development in the application the role of head nurse, critical thinking of nurse and the implementation of documentation of integrated patient progress note

Ameliyathane Hemşirelerinin Eleştirel Düşünme Eğilimlerinin Belirlenmesi

Objective: An examination of the critical thinking tendencies of nurses working in Turgut Ozal Medical center’s TOMC operating room was done descriptively with the aim.Materials and Methods: 58 nurses working in the Turgut Ozal Medical center’s TOMC operating room ,who are umreported and unauthorized?? And voluntarily accepted to participate in the study, were presented. The data were collected between November 2013 and January 2014. Personal data form consisting of 7 questions and California Critical Thinking Tendency Scale were used in data collection. The statistical analysis of the data obtained in this study was evaluated using SPSS 16, calculating frequency, percentage, arithmetic mean and standard deviations.Results: The vast majority of the nurses participating in this study were consisted of 51.7% nurses between the ages of 18-25. Considering the occupational period of service, the vast majority of the nurses 63.8% were between 1-5 years in service. In addition to this, it was noticed that 79.3% of nurses had education status and 91.4% of them had knowledge about the concept of critical thinking . 30.2% of nurses have learned the concept of critical thinking from their lessons at the university and 45.3% said that the events they experienced in the business environment affected their critical thinking. According to the critical thinking trend scale, the mean score of analytical thinking was 46.15 ± 5.53, open mindedness score 44.13 ± 9.02, curiosity score 41.77 ± 4.72, self confidence score 30.24 ± 5.18, accuracy analysis ability score 24.74 ± 4.81, systematic score average 23.82 ± 2.95. The California Critical Thinking Tendency Scale average score was found as 210.85.Conclusion: As a result of this study, it was found that critical thinking of nurses was inadequate due to the adverse effects of working conditions. It is anticipated that the tendency of critical thinking of nurses will increase if the nurses’ working hours are kept as 40 hours per week, and the nurses are being educated about their critical thinking

Clinical nurses's critical thinking level according to sociodemographic and professional variables (Phase II): A correlational study

Critical thinking ability is one of the basic competencies of clinical nurse and is widely accepted as being associated with the provision of quality care, however, the few evidence-based data related to the relationship between level of critical thinking ability and nurses’ sociodemographic and professional characteristics.The aim of this study was to identify the level of critical thinking among nurses in clinical practice according to sociodemographic and professional variables.Descriptive cross-sectional and correlational study was carried out in a sample of 339 nurses from medical, surgical and critical care units at a tertiary care hospital. This study is related to a previous publication that presents psychometric analysis. Data were compiled using the Nursing Critical Thinking in Clinical Practice Questionnaire and ad hoc form for the recording of sociodemographic and professional characteristics. The statistical analysis of the data was performed using frequency, Mann-Whitney U Test, Kruskal-Wallis Test, and Pearson's correlation coefficients.Nurses reported moderate levels of critical thinking. Older nurses, with 11–15 years of experience in the actual unit, with continuous shift work, a permanent contract and master's degree indicated a higher level of critical thinking.Critical thinking skills are related to certain socio-demographic and professional variables, particularly age, years of experience, shift work, type of contract and educational level.

Toward critical thinking as a virtue: The case of mental health nursing education

Critical thinking in nursing is largely theorized as a clinically-based idea. In the context of mental health education, this presents a problem, given documented evidence of a shift to demedicalize mental illness. Using institutional ethnography, this article examines the critical thinking of nursing faculty in a baccalaureate nursing program in a Canadian university by way of focus group interviews, observation periods, and the analysis of a number of institutional and legislative texts. The findings suggest that the critical thinking of nursing faculty is caught within a constrained institutional-textual order. Drawing on critical theory and Foucauldian philosophy, recommendations for nursing education are made in order to diversify and extend critical thinking in mental health nursing.

The use of the Socratic inquiry to facilitate critical thinking in nursing education.

BackgroundCritical thinking is a skill that nurse practitioners are required to have. Socratic inquiry can be used to facilitate critical thinking in nursing. Nurse educators seek methods to infuse into teaching content to facilitate students’ critical thinking skills, and one of such methods is the use of Socratic inquiry as a teaching method.AimThis article aims to explore and describe how Socratic inquiry can be used to facilitate critical thinking in nursing education.SettingThis study took place in a nursing department at a university in Johannesburg.MethodsA qualitative, exploratory, descriptive and contextual design was used. Purposive sampling was used to draw a sample of 15 nurse educators determined by data saturation. Miles, Huberman and Saldaña’s methodology of qualitative data analysis was used. Lincoln and Guba’s strategies for trustworthiness and Dhai and McQuoid-Mason’s principles of ethical consideration were used.ResultsThree main themes emerged: the context necessary for Socratic inquiry, dispositions in Socratic inquiry and strategies to use in Socratic inquiry to facilitate critical thinking skills of students.ConclusionsSocratic inquiry can be used both in education and practice settings to facilitate the use of critical thinking skills to solve problems.

The relationship between the quality of working life and critical thinking of nurses in Milad Hospital of Isfahan, Iran

BackgroundThe quality of working life depends on the working conditions of the staff, and the decline in the quality of nurses' working life leads to a decline in the delivery of clinical services.ObjectivesThe purpose of this study was to determine the relationship between qualities of working life and critical thinking in nurses.MethodsThe present study is descriptive-correlational that was conducted on 123 nurses working in Milad Hospital in Isfahan. The data collection tools included demographic information questionnaire, Nursing Critical Thinking in Clinical Practice Questionnaire, and Quality of Nursing Work Life Scale. Data collection was carried out during December, 2018. The data were analyzed in SPSS software version 23 using descriptive statistics including mean, standard deviation, and frequency as well as analytical statistics including Pearson correlation coefficient.ResultsAccording to the results, a majority of the participants in the present study were females (52%). The score of nurses' critical thinking was found to be 319.76. The total average of nurses' quality of working life was reported as 138.70. Based on these results, there was no significant relationship between quality of working life and critical thinking in nurses.ConclusionThe results of this study indicated that the critical thinking of nurses is good, and the quality of working life is moderate. There was also no relationship between critical thinking and quality of working life

Contributions of Jean Watson's theory to holistic critical thinking of nurses.

to reflect on the contributions of Jean Watson's theory to the nurses' holistic critical thinking. This is a theoretical reflection article, on which scientific productions about Jean Watson's human care theory, published in national and international periodicals, were based. Jean Watson's theory and its contribution to the nurses' holistic critical thinking; the interface of critical holistic thinking in teaching the nursing diagnosis process according to Watson's theory; contributions of critical holistic thinking to the nursing field. Jean Watson's theory is based on the humanistic aspects and on the ethical and spiritual dimensions of care, considering the characteristics of each individual and their bio-psycho-spiritual-social needs, which can contribute fundamentally to the development of holistic critical thinking and to the role of the nurse in care, teaching and research fields.

Effectiveness of teaching strategies to improve critical thinking in nurses in clinical practice: a systematic review protocol.

The aim of this review is to identify and synthesize the best available evidence on the effectiveness of teaching strategies aimed at improving critical thinking (CT) in registered nurses who provide direct patient care. Specifically, the research question is: What are the best teaching strategies to improve CT skills in registered nurses who provide direct patient care?

Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol.

REVIEW QUESTION/OBJECTIVE The objective of this review is to examine conceptual and/or theoretical frameworks that are relevant to nurse practitioner education. The specific review question is: What conceptual and/or theoretical frameworks are available that are relevant to the structuring of nurse practitioner education? INCLUSION CRITERIA Types of participants This review will consider studies that include nurse practitioners in any specialty or the education of nurse practitioners in any specialty at the graduate or post-graduate level. Phenomena of interest In this review, we will consider documents that describe or evaluate frameworks, maps or conceptual structures for NP education at the graduate degree or post-graduate degree level. Literature that presents a framework for the graduate education of students in other health care disciplines at the university level will also be considered for inclusion. Frameworks for utilization in other jurisdictions (e.g. Provincial and Territorial regulatory frameworks) and metrics that assist in measuring, describing and organizing key concepts required for nurse practitioner education will be examined. Outcomes of interest for this review will include framework components in either narrative or illustrative form. Context This scoping review will consider studies that have been conducted in the provision of graduate level education of students in health care disciplines. Specific contextual focus will be directed to identify frameworks for educational programming for nurse practitioner students. Frameworks for curriculum development and/or delivery in other disciplines will also be considered.

Concept Mapping to Improve Critical Thinking in Nurses: A Pilot Study

Concept Mapping to Improve Critical Thinking in Nurses: A Pilot Study

Structural elements of critical thinking of nurses in emergency care

The objective of this study was to analyze the structural elements of critical thinking (CT) of nurses in the clinical decision-making process. This exploratory, qualitative study was conducted with 20 emergency care nurses in three hospitals in southern Brazil. Data were collected from April to June 2009, and a validated clinical case was applied from which nurses listed health problems, prescribed care and listed the structural elements of CT. Content analysis resulted in categories used to determine priority structural elements of CT, namely theoretical foundations and practical relationship to clinical decision making; technical and scientific knowledge and clinical experience, thought processes and clinical decision making: clinical reasoning and basis for clinical judgments of nurses: patient assessment and ethics. It was concluded that thinking critically is a skill that enables implementation of a secure and effective nursing care process.

Critical thinking in nursing: Scoping review of the literature.

This article seeks to analyse the current state of scientific knowledge concerning critical thinking in nursing. The methodology used consisted of a scoping review of the main scientific databases using an applied search strategy. A total of 1518 studies published from January 1999 to June 2013 were identified, of which 90 met the inclusion criteria. The main conclusion drawn is that critical thinking in nursing is experiencing a growing interest in the study of both its concepts and its dimensions, as well as in the development of training strategies to further its development among both students and professionals. Furthermore, the analysis reveals that critical thinking has been investigated principally in the university setting, independent of conceptual models, with a variety of instruments used for its measurement. We recommend (i) the investigation of critical thinking among working professionals, (ii) the designing of evaluative instruments linked to conceptual models and (iii) the identification of strategies to promote critical thinking in the context of providing nursing care.