An integrated review of the correlation between critical thinking ability and clinical decision‐making in nursing

Lee, Daphne S K; Abdullah, Khatijah Lim; Subramanian, Pathmawathi; Bachmann, Robert Thomas; Ong, Swee Leong

doi:10.1111/jocn.13901

Cited by 53 publications

(38 citation statements)

References 42 publications

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“…Alternatively, studies look for improvement in critical thinking with years of education, which presumes it is skill‐like, gradually increasing over time. In general, associations are modest, leading authors of review articles to conclude “limited concurrent validity,” “evidence… is still unsubstantiated,” and “results… are mixed and contradictory.”…”

Section: The Counter‐enlightenment: 2000 To the Presentmentioning

confidence: 99%

Critical thinking, biases and dual processing: The enduring myth of generalisable skills

et al. 2019

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Context The myth of generalisable thinking skills in medical education is gaining popularity once again. The implications are significant as medical educators decide on how best to use limited resources to prepare trainees for safe medical practice. This myth‐busting critical review cautions against the proliferation of curricular interventions based on the acquisition of generalisable skills. Structure This paper begins by examining the recent history of general thinking skills, as defined by research in cognitive psychology and medical education. We describe three distinct epochs: (a) the Renaissance, which marked the beginning of cognitive psychology as a discipline in the 1960s and 1970s and was paralleled by educational reforms in medical education focused on problem solving and problem‐based learning; (b) the Enlightenment, when an accumulation of evidence in psychology and in medical education cast doubt on the assumption of general reasoning or problem‐solving skill and shifted the focus to consideration of the role of knowledge in expert clinical performance; and (c) the Counter‐Enlightenment, in the current time, when the notion of general thinking skills has reappeared under different guises, but the fundamental problems related to lack of generality of skills and centrality of knowledge remain. Conclusions The myth of general thinking skills persists, despite the lack of evidence. Progress in medical education is more likely to arise from devising strategies to improve the breadth and depth of experiential knowledge.

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Section: The Counter‐enlightenment: 2000 To the Presentmentioning

confidence: 99%

Critical thinking, biases and dual processing: The enduring myth of generalisable skills

et al. 2019

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“…This initiative was designed to increase student engagement and improve the quality of education through the use of ICT. Through the use of this virtual learning environment, we focus on facilitating the acquisition of critical thinking skills through reflection on how the ways in which evidence is produced necessitate both continuous training and a critical attitude toward this evidence (Lee, Abdullah, Subramanian, Bachmann, & Ong, 2017;Reed & Edmunds, 2015;Schuelke & Barnason, 2017;Shirazi & Heidari, 2019).…”

Section: Objectivesmentioning

confidence: 99%

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Caballero

Castillo

Ballesteros-Yáñez

et al. 2019

Int J Educ Technol High Educ

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Tools for online collaboration are becoming increasingly prevalent in recent years. Certain characteristics of these tools encourage this proliferation: they are easy to use, always available, allow knowledge to be built collaboratively and disseminated quickly through social networks, and are usually free of charge. In this context, blogs are becoming increasingly important in the field of health as digital newspapers and magazines that support a large number of multimedia formats. The possibility to subscribe to blogs and their availability in formats adaptable to mobile devices mean their content can be taken anywhere. Although the use of blogs is well-established among Health Science professionals, their use among university professors as a component of the teaching strategies in these disciplines is much less common, and thus the benefits, risks and limitations of using blogging as a pedagogical tool are poorly understood. In this preliminary evaluation of a pedagogy, a public WordPress-based blog was developed for the Nutrition and Dietetics module of the undergraduate course in Nursing at the University of Castilla-La Mancha (Spain). This was primarily intended as way to use ICT to increase the level of student engagement and interest in learning the subject, but also as a way to introduce future health professionals to the world of blogging. This paper describes our experiences with this pedagogical project and discusses the advantages and disadvantages of the use of blogs in university Health Sciences teaching. Incorporating this tool into teaching methodologies takes advantages of the theoretical possibilities it offers, which include crucial aspects such as developing critical thinking, acquiring knowledge, answering questions from students, and enabling new mechanisms to develop the skills that must be acquired. However, the challenges and inconveniences are also highlighted; these are principally the lack of motivation and the low participation of the students. By analysing the outcomes of this preliminary evaluation of a pedagogy, it is concluded that blogs are a very useful tool, although it is suggested that the literature shows a certain bias toward the publication of successful trials.

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“…Clinical judgment, also known as clinical decision making, is an interpretation of a patient's needs or concerns that is used to draw a conclusion or make a decision . This type of clinical decision making is complex and requires a broad knowledge base with access to reliable sources of information.…”

Section: Critical Thinking and The Nursing Processmentioning

confidence: 99%

Developing Critical Thinking in Perioperative Staff Members

Peaks¹

2018

AORN Journal

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An integrated review of the correlation between critical thinking ability and clinical decision‐making in nursing

Cited by 53 publications

References 42 publications

Critical thinking, biases and dual processing: The enduring myth of generalisable skills

Critical thinking, biases and dual processing: The enduring myth of generalisable skills

Blogging as a tool for the acquisition and dissemination of knowledge in health sciences: a preliminary evaluation

Developing Critical Thinking in Perioperative Staff Members

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