Qualitative Article Critique Critical thinking and clinical judgment are important skills that professional nurses use in every day clinical setting. In 2012, a mix method qualitative study by Dr. Jeanne Mann was done to evaluate the effectiveness of educational strategy to develop clinical judgment skills in nursing students. In this study, the population was identified as volunteered Level II baccalaureate nursing students from a Midwest nursing program. The variables identified in this article are the relation between critical thinking and clinical judgment. The title of the article clearly indicated the focus of the study and created an interest in reading the research due to nurses utilize their ability to critical think and clinical judgment in all aspect of their practice. Problem Critical thinking and clinical judgment are vital skills for professional nurses. According to Mann (2012), research has indicated that nearly one-third of the new graduate nurses have adequate critical thinking skills for entry-level practice. The problem identified in this article was that research indicated that majority of graduate nurses were not capable of meeting entry-level expectations for clinical judgment (Mann, 2012). Purpose The purpose of this article was clear and concise. The purpose of this mix method qualitative study was to “evaluate the effectiveness of grand rounds as an educational strategy to develop critical thinking and clinical judgment skills in baccalaureate nursing students” (Mann, 2012, p.27). The Lasater’s Clinical Judgment Rubric was used to assess the nursing students’ clinical judgment (Mann, 2012). The Assessment Technologies Institute’s (ATI) Critical Thinking Assessment (CTA) was utilized to assess the... ... middle of paper ... ...re enthusiastic regarding the strategy supported by their comments related to working in small groups, grouping processing, and learning from each other (Mann, 2012). Conclusion It is important that professional in nursing apply critical thinking and clinical judgment skills in every day practice. These skills are vital to nursing practice and research has shown that many graduate nursing are not competent of meeting entry- level expectations for clinical decision making. This mix method qualitative study indicated no significant relation between critical thinking and clinical judgment. Works Cited Mann, J. (2012, January-February). Critical Thinking and Clinical Judgment Skill Development in Baccalaureate Nursing Students. The Kansas Nurse, 87(1), 26-31. Retrieved from http://kuscholarworks.ku.edu/dspace/bitstream/1808/6742/1/Mann_ku_0099D_11045_DATA_1.pdf
Critical thinking and knowledge are the foundation of nursing practice, and the most essential elements in providing quality nursing care. Nu...
Rubenfeld, M. G., & Scheffer, K. B. (2015). Critical thinking tactics for nurses: Achieving the IOM competencies (3rd ed.). [VitalSource Bookshelf Version]. http://dx.doi.org/9781284059571
Define a critical thinking task that your staff does frequently (Examples: treat high blood sugar, address low blood pressure, pain management, treat fever, etc.). Create a concept map or flow chart of the critical thinking process nurses should take to determine the correct intervention. Include how much autonomy a nurse should have to apply personal wisdom to the process. If the critical thinking process was automated, list two instances where a nurse may use “wisdom” to override the automated outcome suggested. Note the risks and benefits of using clinical decision-making systems.
Reflection and analysis of critical incidents is widely regarded as a valuable learning tool for nurses. Practice requires us to explore our actions and feelings and examine evidence-based literature, thus bridging the gap between theory and practice (Bailey 1995). It also affords us the opportunity to change our way of thinking or practicing, for when we reflect on an incident we can learn valuable lessons from what did and did not work. In this way, we develop self-awareness and skills in critical thinking and problem solving (Rich & Parker 2001). Critical incidents? ?
Around the 1960s, nursing educational leaders wanted to formulate a nursing theory that contained knowledge and basic principles to guide future nurses’ in their practice (Thorne, 2010, p.64). Thus, Jacqueline Fawcett introduced the metaparadigm of nursing. Metaparadigm “identifies the concepts central to the discipline without relating them to the assumptions of a particular world view” (MacIntyre & Mcdonald, 2014). Fawcett’s metaparadigm of nursing included concepts of person, environment, health, and nursing that were interrelated. The metaparadigm ultimately contributed to conceptual framework to guide nurses to perform critical thinking and the nursing process in everyday experiences in clinical settings.
Preusser, B. (2008). 4th Ed. Winningham and Preusser’s critical thinking in nursing: Medical-surgical, pediatric, maternity, and psychiatric case studies. New York: Elsevier/Mosby Inc.
I utilized critical thinking skills when I provided care for my patients on the postpartum unit. I was assign a mother and her infant 24 hours post-delivery. Being that the infant was 24 hours old I did every four hour assessments on the mother and infant. I made sure I followed the acronym BUBBLE (breast, uterus, bowel, bladder, lochia, episiotomy) to assess the mother, as well as following the newborn assessment for her infant. I had no abnormal assessment findings. I made sure I reported the assessment to the RN I was working under, and documented in the patient’s record.
Yildirim, B. & Ozkahraman, S. (2011). Critical Thinking in Nursing and Learning Styles. 1. Retrieved from http://www.ijhssnet.com/journals/Vol_1_No_18_Special_Issue/15.pdf
Lunney, M. (2010). Use of critical thinking in the diagnostic process. International Journal Of Nursing Terminologies & Classifications,21(2), 82-88. doi:10.1111/j.1744-618X.2010.01150.x
Caring promotes patient health, individual growth, and stimulates coping skills, and therefore must always be emphasized in holistic patient care (Zimmerman & Phillips). In addition to its value in patient care it is also a central component of a nurses critical thinking process (Zimmerman & Phillips, 2000). “According to Brookfield (1987), critical thinking is a process of active inquiry which combines reflective analysis with informed action and has an emotive or affective component that is central to this process”(Zimmerman & Phillips, 2000, p. 223). Thus, when a nurse is aware of their patient’s holistic needs they are better able to care for their patient and in doing so enhance their critical thinking abilities (Zimmerman &
Sorensen, H. J., & Yankech, L. (2008). Precepting in the Fast Lane: Improving Critical Thinking in New Graduate Nurses. Journal Of Continuing Education In Nursing, 39(5), 208.
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
The outcome Critical Thinking is one that I feel I will never have enough information on. This category leaves plenty of room for growth in new students or even experienced RN’s. I already notice how my critical thinking skills have expanded since I have started the program. My Health Assessment class that I am currently in has really helped me understand how to use critical thinking in different situations. We are given many
LeMone, P., Burke, K., & Bauldoff, G. (2011). Medical-surgical nursing critical thinking in patient care (5th ed.). Upper Saddle River, NJ: Pearson.
Especially since nurses in the course of their day-to-day work need to be able to act autonomously and make appropriate clinical judgements (9). Reflection can be of value in making sense of difficult situations, as it allows one to clarify the situation for themselves and the outcome is to have a changed perspective which enables the nurses to improve his or her clinical judgement (2). Thus why, it is imperative nurses engage in lifelong reflection which recognises its value for professional growth and development and improvement in the quality of patient care (7). The Gibb’s model of reflection, for example is a great tool that nurses can use daily to help improve these skills.