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
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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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