Critical thinking and creative thinking in nursing

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Why are critical thinking skills in nursing important?

Embeds 0 No embeds. No notes for slide. Critical thinking in nursing 1. Purposeful, goal-directed thinking aiming to make judgments based on evidence rather than conjecture. Why do we need to think critically? Looking back and reflecting on a client situation helps the nurse to have insight and meaning in the situation. Nurses must be able to use language effectively clearly and precisely.

When language is not well developed and the spoken word is not clear and distinct it is a sign of sloppy thinking. To critically think you must be able to organize and focus your own thoughts. It is an inner sensing about a situation. Book points out that intuition can be the spark that starts the flame of analytical thinking the nurse seeks more info that will confirm what they have been feeling and concerned about for the patient. Can not use only intuition must use all types of knowledge, cognitive and emotional cues to assess clients and seek more info.

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Nurses also need to be aware of what they do not know, and seek help appropriately 8. Lots of following the step by step doing bed bath. Slowly will rely less and less on their resource people and think before asking them, come up with the answers themselves. They start developing the ability to be creative, to think out of the box. At this level, the nurse makes a decision based on alternatives and then stands by the decision.

Critical Thinking Competencies General critical thinking competencies used by many disciplines, in many everyday situations. Scientific method Problem solving Decision making SM is a formal way to approach a problem plan a solution, test the solution, and come to a conclusion. Science fair.

Nurse might identify a problem and seek answers with a formal approach collecting data, formulating a hypothesis, testing the hypothesis, evaluating the results. Effective problem solving means evaluating the solutions and deciding if we need to try other solutions If time is taken to weigh each option appropriately then a well informed decision will be the result Critical Thinking Competencies Specific critical thinking in clinical situations used by physicians, nurses, and other health care professionals.

Nurse identifies a problem by working with client and then still working with client determines priorities and nursing interventions that will best meet goals of client. Clinical decision making can be made for individual patients or groups of patients. There are 5 components in this model of critical thinking: — Knowledge base — Experience in nursing — Critical thinking competencies — Attitudes for critical thinking — Standards for critical thinking You just clipped your first slide!

Thinking that is productive, purposeful and intentional is at the centre of effective learning.

By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can use whenever they encounter problems, unfamiliar information and new ideas. They become more confident and autonomous problem-solvers and thinkers.

7 Reasons Critical Thinking in Nursing is Important | Onward Healthcare

Responding to the challenges of the twenty-first century — with its complex environmental, social and economic pressures — requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. This capability combines two types of thinking: critical thinking and creative thinking.

Though the two are not interchangeable, they are strongly linked, bringing complementary dimensions to thinking and learning. Critical thinking is at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems. Examples of critical thinking skills are interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing and generalising.

Creative thinking involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome. This includes combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition.

The products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-generated output, or occur as virtual reality. Concept formation is the mental activity that helps us compare, contrast and classify ideas, objects, and events. Concept learning can be concrete or abstract and is closely allied with metacognition.

What has been learnt can be applied to future examples. It underpins the organising elements. Dispositions such as inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, a readiness to try new ways of doing things and consider alternatives, and persistence promote and are enhanced by critical and creative thinking.

This icon shows where Critical and Creative Thinking has been identified in learning area content descriptions and elaborations. The key ideas for Critical and Creative Thinking are organised into four interrelated elements in the learning continuum, as shown in the figure below. The elements are not a taxonomy of thinking. Rather, each makes its own contribution to learning and needs to be explicitly and simultaneously developed.

Students pose questions and identify and clarify information and ideas, and then organise and process information. They use questioning to investigate and analyse ideas and issues, make sense of and assess information and ideas, and collect, compare and evaluate information from a range of sources.

In developing and acting with critical and creative thinking, students:. This element involves students creating ideas and actions, and considering and expanding on known actions and ideas. Students imagine possibilities and connect ideas through considering alternatives, seeking solutions and putting ideas into action. They explore situations and generate alternatives to guide actions and experiment with and assess options and actions when seeking solutions.

This element involves students reflecting on, adjusting and explaining their thinking and identifying the thinking behind choices, strategies and actions taken.

Key Critical Thinking Skills

Students think about thinking metacognition , reflect on actions and processes, and transfer knowledge into new contexts to create alternatives or open up possibilities. They apply knowledge gained in one context to clarify another. This element involves students analysing, synthesising and evaluating the reasoning and procedures used to find solutions, evaluate and justify results or inform courses of action.

Students identify, consider and assess the logic and reasoning behind choices. They differentiate components of decisions made and actions taken and assess ideas, methods and outcomes against criteria. The imparting of knowledge content and the development of thinking skills are accepted today as primary purposes of education. The explicit teaching and embedding of critical and creative thinking throughout the learning areas encourages students to engage in higher order thinking.

By using logic and imagination, and by reflecting on how they best tackle issues, tasks and challenges, students are increasingly able to select from a range of thinking strategies and use them selectively and spontaneously in an increasing range of learning contexts.

Activities that foster critical and creative thinking should include both independent and collaborative tasks, and entail some sort of transition or tension between ways of thinking. They should be challenging and engaging, and contain approaches that are within the ability range of the learners, but also challenge them to think logically, reason, be open-minded, seek alternatives, tolerate ambiguity, inquire into possibilities, be innovative risk-takers and use their imagination.

Critical and creative thinking can be encouraged simultaneously through activities that integrate reason, logic, imagination and innovation; for example, focusing on a topic in a logical, analytical way for some time, sorting out conflicting claims, weighing evidence, thinking through possible solutions, and then, following reflection and perhaps a burst of creative energy, coming up with innovative and considered responses.

Critical and creative thinking are communicative processes that develop flexibility and precision. Communication is integral to each of the thinking processes. By sharing thinking, visualisation and innovation, and by giving and receiving effective feedback, students learn to value the diversity of learning and communication styles. Students learn and practise critical and creative thinking as they pose questions, research, analyse, evaluate and communicate information, concepts and ideas.

Critical Thinking: The Development of an Essential Skill for Nursing Students

Students identify, explore and determine questions to clarify social issues and events, and apply reasoning, interpretation and analytical skills to data and information. Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, assess reliability when selecting information from resources, and develop an argument using evidence. Students develop critical thinking through geographical investigations that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers.

Students learn to critically evaluate texts about people, places, events, processes and issues, including consumer and financial, for shades of meaning, feeling and opinion, by identifying subjective language, bias, fact and opinion, and how language and images can be used to manipulate meaning.

They develop civic knowledge by considering multiple perspectives and alternatives, and reflecting on actions, values and attitudes, thus informing their decision-making and the strategies they choose to negotiate and resolve differences. Students develop creative thinking through the examination of social, political, legal, civic, environmental and economic issues, past and present, that that are contested, do not have obvious or straightforward answers, and that require problem-solving and innovative solutions.

Creative thinking is important in developing creative questions, speculation and interpretations during inquiry. Students are encouraged to be curious and imaginative in investigations and fieldwork, and to explore relevant imaginative texts. Critical and creative thinking is essential for imagining probable, possible and preferred futures in relation to social, environmental, economic and civic sustainability and issues.

Students think creatively about appropriate courses of action and develop plans for personal and collective action. They develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions, and think creatively about the impact of issues on their own lives and the lives of others.

In the Australian Curriculum: History, critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources.

Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well understood. In the Australian Curriculum: Geography, students develop critical and creative thinking as they investigate geographical information, concepts and ideas through inquiry-based learning. They develop and practise critical and creative thinking by using strategies that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers.

Students learn the value and process of developing creative questions and the importance of speculation. Students are encouraged to be curious and imaginative in investigations and fieldwork. The geography curriculum also stimulates students to think creatively about the ways that the places and spaces they use might be better designed, and about possible, probable and preferable futures. They learn to apply decision-making processes and use strategies to negotiate and resolve differences. Students develop critical and creative thinking through the examination of political, legal and social issues that do not have obvious or straightforward answers and that require problem-solving and innovative solutions.