Clarify the meaning of critical thinking in nursing education
The phrase critical thinking is one of the most frequent that are presented to nursing students. These keywords appear repeatedly in written form in all nursing educational materials, such as syllabi, clinical and classroom objectives, and assignment guidelines. Nurse educators also take advantage of many opportunities to discuss and reinforce the importance of critical thinking both in the classroom and in clinical experiences. However, these actions only cover a part of the process that nurse educators can use to clarify the importance of the process as an expectation and to stimulate this valuable process.
There are other important considerations that should be part of the process during all educator-student interactions. These considerations focus on both the characteristics of critical thinking and how to demonstrate it. The considerations are as follows:
1. Define the term. Critical thinking has as many varied definitions as there are resources to list them, and they are generally not specific to the educational specialty. Nursing’s view of this concept and its application to practice differs greatly compared to philosophy, science, criminal justice, or any other learning discipline. No definition can meet the specific criteria of any domain or discipline of learning. The term must be adapted to each nursing program, curriculum, and course. Defining the term in writing and reinforcing it verbally helps students understand the importance of cultivating this skill and also recognize its use as an expectation of nursing education. This important foundation serves to promote critical thinking templates that can evolve alongside nursing education and nursing practice.
2. Define it according to educational goals. In nursing education, critical thinking is assessed by the way knowledge is applied. Integrated into all program and course competencies, as well as assessment rubrics and other tools, it is ubiquitous. Defining, demonstrating, and reinforcing how critical thinking should be achieved and assessed not only promotes the critical thinking process, but can also decrease student anxiety.
3. Define how it will be achieved and demonstrated in theoretical knowledge. Many nursing students may feel that the only way higher-level thinking is theoretically demonstrated is through academic testing. It may be difficult for them to imagine that static classroom knowledge should subsequently be applied to a non-static patient care environment. This process intimidates nursing students. Reinforcing the need for this process along with providing a critical thinking template can ease the transition and promote habits that encourage the growth and evolution of critical thinking. This is the heart of nursing wisdom.
Another area within theoretical knowledge that must be addressed is note-taking and study. The growth and development of critical thinking are deeply dependent on learning styles and brain processing. Educational progression from learning and understanding to application is achieved with the evolution of critical thinking skills. Success begins with this step.
4. Define how it will be achieved and demonstrated in clinical practice. Although the clinical performance assessment tool is used for this, it is useful for fully explaining, defining, and emphasizing specific actions and characteristics both as expectations and as a demonstration of critical thinking competence. Along with concepts such as the nursing process, holism, safety, and communication that are integrated into nursing care, this would also include features and actions such as information gathering, formulating a list of patient problems, and care planning.
5. Demonstrate and reinforce these principles. Regardless of the educational setting, the principles and characteristics of critical thinking can be demonstrated, discussed, reinforced, and integrated into any activity. This process helps provide students with various perspectives on what critical thinking is and how to apply it. Nurse educators also benefit, as they gain valuable information on student needs and learning outcomes.
