Critical Thinking: Tanner (2006), had introduce the term ‘thinking like a nurse’. When I read this article I was wondering what it means and takes to think like a nurse, I am a nurse by profession and yet I don’t even know what it means. In order to be a professional nurse, nurses are required to learn to think like a nurse. To my surprise, to be able think like a nurse, a nurse got to clearly defined and understands what is critical thinking and clinical reasoning. Both terms are powerful terms and these terms explain the mental processes nurses use to make certain that they are doing their most excellent thinking and decision making for their patient’s better outcomes. Nursing practice requires both critical thinking and clinical reasoning. Critical thinking is the process of deliberate higher level thinking to define a patient’s problem, examine the evidence-based practice in caring for the patient’s, and make options in the delivery of optimal care. Critical thinking involves the demarcation of statements of fact, judgment, and opinion. The progression of critical thinking requires the nurse to think imaginatively, use reflection, and engage in logical thinking (Alfaro-LeFevre, 2013). Critical thinking is a vital skill needed for the recognition of patient’s problems and the execution of interventions to endorse effectual care outcomes (Bittencourt & Crossetti, 2012). For more than 50 years, nursing professions had emphasized critical thinking as an essential
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Reflection on Learning Weeks 1-8 Henny Heiman Chamberlain University: Nurse Practitioner Track NR501NP Theoretical Basis for Advanced Nursing Practice Instructor Dr. Thompson Spring 2023 Reflection on Learning Weeks 1-8 Throughout this course, I have gained a deeper understanding of various theoretical frameworks that guide nursing practice and gained skills and knowledge necessary to provide evidence-based, patient-centered care in the advanced practice nursing role. I explored some foundational theories and concepts that underpin advanced nursing practice, such as nursing theories, philosophy, ethics, and research methods. In this essay, I reflect on what I have learned throughout the course, how this new knowledge has impacted
(Cherry, B. & Jacob, S, 2010) For[b3] a nursing student at the Barry University Nursing is utilizing clinical judgment as a prerequisite of care to facilitate people to get better, sustain, or recuperate health, and to accomplish the promising quality of life, irrespective of disability or
Advance Practice Nurses advocate for health promotion, educate patients and the public on the prevention of illness and injury, provide care and assist in cure, participate in rehabilitation, and provide support. No other health care professional has such a broad and far-reaching role. The key factor in caring for the patient’s physical, emotional and spiritual needs in today’s society is for nurses to apply their evidence -based knowledge and skills in providing holistic care . Nurses must be able to bring analysis and utilize their critical thinking skills to address each patient’s problem based on scientific disciplines and nursing theoretical models to help their patients achieve their highest level of
Critical Thinking in the Nursing Profession "Critical Thinking at Triage: Ask the Question," is the title of the first article I reviewed regarding using critical thinking in the nursing profession. Currently, I work at a local hospital in the Emergency Department. So, triaging patients is something I do on a regular basis. The author, Diane Gurney, writes about how the triage nurse must use critical thinking skills when triaging patients. From my personal experience, it is not uncommon for the beds in the Emergency Department to be completely full.
Upon entering the program, I perceived nursing as an easy and secure profession, given the high demand for nurses. I believed that a nurse's sole responsibility was to provide care and comfort to patients. However, as I proceeded with the program, I realized that it required a broad variety of expertise, such as knowledge, skills, and abilities. My values in nursing emphasize the need to have the ability to understand and manage complicated medical situations, interact with interdisciplinary teams, and navigate the healthcare system while also giving patients compassionate care. Hence, the ability to learn and master these essential skills is crucial for ensuring positive patient outcomes, delivering high-quality care, improving efficiency,
I started my nursing career on a step-down unit and learned quickly that my goal would be to work my way up the critical care ladder. The natural progression was to move into the intensive care unit, which is where the love of critical thinking in an acute care setting was truly fostered. A multitude of learning opportunities opened up, one of which would later become my current position as a Clinical Research Coordinator. In this role, I am able to take a step back from the bedside and actively participate in what may later shape future evidenced based practice.
They identified six common patterns in their data analysis. Three of those patterns show a distinct difference between BSN and ADN nurses. When compared to ADN nurses, BSN nurses perform better in situations requiring intuitive or critical thinking and take a more holistic view of the patient. ADN nurses have more trouble moving out of their ‘thinking comfort zone’. BSN nurses were more likely to engage in evidence based practice and research.
Introduction This essay is a reflective piece of writing about the critical indecent of a medication error that occurred during my placement. It is a very concise piece of writing due to limited word count of 1500 words. Duke and Appleton (2000) did a literature review and devised a framework of critical reflection, which illustrates eight stages as compare to Gibbs’s (1998) reflective model that consist of six stages. I chose Gibbs reflective model not only it is easy to comprehend but also to illustrate a critical incident.
Teaching critical thinking to students is an essential tool to give the students a solid foundation when they are entering the workplace. Nurse educators are called upon to teach the student the fundamentals of nursing. Critical thinking by one definition is the ability to analyze and process the analysis in order make informed decisions while caring for the patient. The purpose of this paper is to review some of the literature in order to help decipher what critical thinking is all about and to take a look at the importance and potential ways in which to teach critical thinking to nursing students, Literature Review Critical Thinking at the Bedside
According to Barrett, when attempting to define what nursing science is, it remains quite a mystery. With various different worldviews, with wide range of theoretical and practical knowledge evolving over time, has made it a challenge to come with a universal definition. To ensure that nurses are current with the best practical and evidence based practices, it is important to focus on nursing-discipline-specific knowledge. Fawcett stresses the importance of using nursing discipline-specific knowledge in the form of explicit nursing conceptual models, because it governs the foundation of what and why nurses do what they do. Fawcett makes it clear that nurses must develop adequate knowledge in order to apply new evidence based treatments and
Although reflection is an imperative foundation of nursing practice, it is only effective in promoting future clinical practice when the practitioner continually identifies their weaknesses and strengths to support their personal growth. They will also be required to develop this process during their practice to improve outcomes for service users (Johns, 2013). In accordance to the NMC revalidation process (2015) school nurses are required to provide a record of their knowledge and how it promotes their clinical practice. Clinical reflection is identified as a recognised educational tool for this process (Queens Nursing Institute, 2015). This evidence highlights the importance of the the student school nurse’s role in reflecting on this critical
4). The clinical reasoning cycle assists nursing students in identifying important issues for an individual patient and allows the student to look at the situation from a holistic point of view (Meissner 2011, p. 88). This process of critically analysing and using the memory enables the student to develop experience and a deeper understanding of nursing
Thus, critical thinking is something that is self-regulatory and purposeful judgment, a reflective, reasoning an interactive method for making judgment regarding what to do or believe in. from nursing perspective, critical thinking is the cognitive engine which drives the critical judgment and knowledge development in nursing (Meunier, 2003). The experimental model for reflective decision making is mainly grounded and matched from holistic clinical contexts and holistic patient centered care where it is delivered. This needs nurses to apply wide range of practical, observational, emotional and interpersonal skills, that is not restricted to scientific research and theory whereas applicable to patient care. Such holistic observation of reflective decision making is often supported from multiple intelligence theory (Gardner, 1987), that mainly identified spatial-visual, linguistic, logical-mathematical, intrapersonal and interpersonal forms, bodily-kinesthetic and musical-auditory intelligence forms completing wide range of skills.
The experimental group received 1day workshop, were introduced with the use of “concept maps” based on the nursing process. They used concept mapping for application of nursing process in a given scenario specifically designed for this intervention. Students worked individually and in groups to illustrate the relevant information from the presented case and provide the “concept mapping”. The students in the experimental group were required to apply concept mapping at least on 2 patients during their 10-week clinical practice. Based on the results of this study application of “concept mapping” resulted in an increase in student’s ability to identify dimensions of critical thinking, justify their reason and provide appropriate explanations.