Since the curve of the 20th century, critical thinking has been paved into the foundation of the nursing profession, which has adapted its need to serve as a guiding force in clinical decision-making and patient care. In the current fast-paced and dynamic healthcare environment, nurses persistently face complex clinical and external situations that demand judgment and thoughtful analysis. This essay will explore the essential characteristics of a critical thinker in nursing, delve into the nurse's pivotal role in making clinical decisions, and examine the intricate relationship between clinical judgment and critical thinking. Melnyk, B. M., & Raderstorf, T. Eds. of the book. 2019.) - a.k.a. a.k.a. a.k.a. a.k.a. a.k.a. a.k.a. a.k.a. a.k.a. a …show more content…
2021). The. In nursing, critical thinking encompasses a combination of cognitive skills, such as analysis, interpretation, inference, and evaluation, along with dispositions, such as open-mindedness, curiosity, and intellectual humility. It goes beyond simply following protocols or routines and requires nurses to engage their minds in the nursing process actively. Constantly question assumptions, seek evidence, and be willing to reconsider the beliefs or practices beyond new information. For example, when assessing a patient's symptoms, a nurse with strong critical thinking skills may question the initial diagnosis provided by a colleague if it does not align with the available evidence or the patient's presentation. Since the inception of the nursing profession, nurses remain entrusted with the crucial responsibility of making clinical decisions that directly impact patient outcomes. Darvish, A et al. al. 2014). From Florence Nightingale's pioneering work during the Crimean War to modern-day healthcare settings, nurses have played a pivotal role in delivering safe and effective care through their clinical decision-making …show more content…
V., Kleisiaris, C., Fradelos,. C., Kakou, K., & Kourkouta, L. (2014). Critical Thinking: The Development of an Essential Skill for Nursing Students. Acta Informatica Medica : AIM : Journal of the Society for Medical Informatics of Bosnia & Herzegovina : Asopis Drutva za Medicinsku Informatiku BiH. https://doi.org/10.5455/aim.2014.22.283-286 Koszalinski, R., Kagan, O., Littlejohn, J., & Nadel, H. (2021). Nurses as Content Experts, Mentors, and Judges at Collaborative Innovation Sprints. Online Journal of Issues in Nursing, 26(2), 1-10. Darvish, A., Bahramnezhad, F., Keyhanian, S., & Navidhamidi, M. (2014). The role of nursing informatics in promoting the quality of health care and the need for appropriate education. Global Journal of Health Sciences, 6(6), 11–18. https://doi.org/10.5539/gjhs.v6n6p11 Melnyk, B. M., & Raderstorf, T. Eds. of the book. (2019) The 'Secondary' of the 'Secondary' of the 'Secondary' of the 'Secondary' of the 'Secondary' of Evidence-Based Leadership, Innovation and Entrepreneurship in Nursing and Healthcare : A practical guide to success. Springer Publishing Company, Inc. Humphrey, S., & Lebreton, J. M. (2019). A handbook of multilevel theory, measurement, and
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.
According to Nurses Standard of Practice, nurses use a range of thinking strategies to provide quality nursing care and patient safety. Firstly, as a critical thinking nurse, they collect evidence through assessment, subjective and objective assessment,
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 &
As nurses, we have very clear guidelines of our professional and ethical responsibility in providing safe, competent and effective care in various settings that provide health care to public. Nursing Council of New Zealand (2011) clearly defines a professional boundary for nurses and the guidelines to provide safe health care to their patients and their partner and family and other people nominated by the health consumer to be involved in their care. This emphasizes and brings greater understanding the importance of critical thinking and making accurate and effective decisions in order to provide adequate care to the patients. Clinical reasoning encourages us nurses to learn, think, reasons and develop skills that assists us in making decisions and solve problems effectively. It gives practical, in-depth thinking that focuses on what to believe or do. My interpretation of clinical reasoning is it can be seen as the art of thinking which when clearly drawn can give clear, accurate and dependable resulting in focusing purposeful goal’s. Clinical reasoning can also be defined as a process of decisive, self-regulatory decision and the cognitive engineering that drives problem-solving and
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? ?
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.
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
One of the most essential aspects of doing a job well, no matter what job it is, is the ability to think critically about a situation. Finn (2011) defines critical thinking as “the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons and evidence rather than emotion or anecdote”. The difference between assessing a certain situation critically and assessing it without any evidence to corroborate your claims is that when you look at something critically, you are using your ability to “come up with the alternative explanations for events, think of research findings and apply new knowledge to social and personal problems” (Finn, 2011). When you can come up with other explanations using evidence, you can also create an alternative way of enhancing the situation. Critical thinking skills are especially important to nurses in a fast-paced setting. Nursing is a very demanding and rewarding field to enter into; it becomes enjoyable when you are good at it. In order to be good at their jobs, nurses need to learn the skills required to think critically and also, relate those skills to their everyday routines. This is known as evidence-based practice. Evidence-based practice is defined as “using the best scientific evidence available to guide clinical decisions and interventions with the goals of fostering self-management skills and improving health outcomes” (Miller, 2011). This paper examines the skills required for critical thinking, how to learn these skills, and how to apply them in clinical settings. (Miller, 2011; Finn, 2011; Noonan, 2011; Lunney, 2010; Wangensteen, Johansson, Bjorkstrom & Nordstrom, 2010; Chitty & Black, 2011).
What is not easily recognized is the fact that the very fabric of life is dependent on the ability to think properly and make good decisions. Improper thinking is costly in the quality of life and monetarily. The result of a critical thinker that has worked to cultivate proper thinking skills includes: the ability to ask vital questions and to identify problems with clarity. A critical thinker also collects relevant information while effectively interpreting it, thinks with an open mind, uses alternative systems of thought, and understands how to communicate while working to formulate a strong solution. In summary, critical thinking is self-disciplined, self-monitored, and self-corrective thinking. Above all else, the standards of excellence are rigorous, and it entails the prospect of overcoming the challenge of sociocentrism and
Recognizing that reflective nursing practice entails deliberate and rational procedures to consider a situation from several angles to learn new information is critical. (Patel RN & Metersky RN, PHD, 2021) For example, in a case such as a patient conflict, the elderly patient expressed dissatisfaction with her hospital stay and requested to be released to go home. Following a normal CT scan of her skull, she was being monitored by our general surgery team for a head injury. During our ward round, she was assessed and found to be medically suitable for discharge; however, she was still awaiting social services since her home had been inspected and found to be dangerous, necessitating the installation of banisters.
[SHORTENED TITLE UP TO 50 CHARACTERS] 3 Introduction This paper is an academic critique of nursing theory on a research article written by Gloria J. Weber,RN., Ph.D., and Professor and Associate Dean for Research and Outreach in the College of Nursing in University of Texas at Tyler. The article is titled “The Experiential Meaning of Well-Being for Employed Mothers” written in 1999 Abstract Scholars often conduct studies to fill the gaps from a previous research works, to obtain new knowledge and develop ways to promote a better life. The purpose of this study is implied on the title, to understand the meaning of well-being for employed mothers. The author used the nursing
In the healthcare setting, a systematic process to ensure maximum care and maximum recovery in patients is needed, which is called the nursing process. This process consists of four steps: assessment, diagnosis, planning, implementation, and evaluation (Walton, 2016). The nursing process is important to ensure quality care and to get the preferred outcome. In the nursing process, critical thinking is used to recognize the issue and come up with a logical solution to solving it. One important aspect of the nursing process is that the plan is not set in stone; it is meant to be manipulated in order to better suit the patient. Nurses must be able to think critically in order to recognize the issue, develop a way to correct it, and be able to communicate the issue to others. Throughout the nursing process, critical thinking is used to determine the best plan of care for a patient based on their diagnosis.
Critical thinking regularly involves the capability to interpret information and make knowledgeable decisions based on such information. Additionally, problem solving is frequently theorised as the use of critical thinking skills towards the effective solution of a specific problem or towards a specific end goal. Critical thinking is the disciplined art of ensuring that you use the best thinking you are capable of in any set of circumstances. The general goal of thinking is to figure out some situation” (Critical Thinking, 2001, p.1), solve some problem, answer some questions, or resolve some issue. It also is a process in which a person pursuits reliable and pertinent information about the world. Critical thinking is often described as reasonable, ruminative, trustworthy, and a well-practiced form of thinking that assists people with deciding what they should believe in and what actions should be taken. A practiced critical thinker will ask good questions, collects pertinent data, categorizes common characteristics, logically reasons with the new data and then he or she will come to a trustworthy and dependable conclusion. Critical thinking makes use of many processes and procedures. Some processes include but is not limited to asking questions, making judgments, and identifying