Critical thinking ability of new graduate and experienced nurses

Fero, Laura J.; Witsberger, Catherine M.; Wesmiller, Susan W.; Zullo, Thomas G.; Hoffman, Leslie A.

doi:10.1111/j.1365-2648.2008.04834.x

Cited by 143 publications

(111 citation statements)

References 21 publications

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“…Nurses should be able to detect changes in the patient's condition and carry out nursing interventions, anticipate, and precede the orders. This function requires the ability to think critically, solve problems, and communicate effectively (Fero et al 2009). …”

Section: Introductionmentioning

confidence: 99%

The Effect of Teaching Critical Thinking Skills on the Decision Making Style of Nursing Managers

Kashaninia

Yusliani

Hosseini

et al. 2015

JCCNC

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Background:One of the main goals of nursing education is training them to provide proper medical services to patients as well as healthy people in the community and health centers using their knowledge and specific skills. This service requires nurses' critical thinking and effective learning. The purpose of this study was to determine the impact of critical thinking skills on decision making styles of nursing management. Methods:This interventional study is of semi-experimental kind and conducted on 60 nursing managers (30 in each group of the samples). In the beginning of the study, California questionnaire of critical thinking scale was completed by the participants. The intervention group received critical thinking skills training for 8 sessions (4 theoretical sessions and 4 practical sessions). A week after the end of the last training session, the same questionnaires were completed by the participants.Results: Prior to conducting the study, 2 groups were not significantly different regarding demographic variables. The mean score of critical thinking and decision making style of the control group was the same before and after intervention, but in the intervention group, the mean score increased. Conclusion:Teaching critical thinking skills increases the level of critical thinking and the use of rational decision making style by nurses. Nurses' cognitive ability, especially their ability to process information and make decisions, is a major component of their performance and requires possession of critical thinking. Thus, universities of medical sciences are suggested to provide necessary support to allow the development of professional competencies, decision making, problem-solving, and selfsufficiency skills, which are influenced by the ability for critical thinking.

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Section: Introductionmentioning

confidence: 99%

The Effect of Teaching Critical Thinking Skills on the Decision Making Style of Nursing Managers

Kashaninia

Yusliani

Hosseini

et al. 2015

JCCNC

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“…Survey findings published in 2003 revealed that approximately 49% of newly licensed registered nurses were involved in patient-care errors, with 75% indicating involvement with medication errors [14] . Results from a study that compared clinical competence between new graduate nurses and experienced nurses showed that new graduate nurses were less likely to meet clinical expectations than experienced nurses [15] . Incompetent new graduate nurses may cause serious negative patient outcomes.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of clinical competence among nurse pregraduates: Do different types of nursing programs make a difference?

Cheng

Liou

2013

JNEP

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Background: New graduate nurses' competence rarely meets the rigorous expectations of clinical settings. Researchers suggest that competency validation before graduation can shorten the length of clinical orientations for graduate nurses after they enter the workforce. The purpose of this study was to explore the difference in clinical competence between students in different types of nursing programs and to identify skills that need to be reinforced. Methods:This longitudinal study included 461 students from three different nursing programs: a four-year regular nursing program and a two-year RN-BSN program in day school and night school. A total of 478 students were invited to participate, and 440 students completed and returned questionnaires either at one year before or at the time of graduation with a total response rate of 92.05%. Results:At the time of graduation, students in all three nursing programs perceived low competence in overall clinical skills. Students in a two-year RN-BSN night school perceived significantly lower competence than students in two other types of nursing programs. Nurse students' general performance skills and advanced nursing skills need to be reinforced before graduation. Conclusions:More opportunities for students' involvement in case-based studies to cultivate their ability to integrate their knowledge and skills and more accumulated hours in deliberate practice with external sources such as electronic resources, training facilities and skill consultation on performance are recommended to enhance students' clinical competence.

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“…Nos résultats appuient cette idée et coïncident avec ceux de l'étude antérieure [1] . D'après Fero et al [4] , la plupart des études montrent une progression dans le développement des capacités de pensée critique des étudiantes infirmières selon leur niveau de formation. De plus, selon Smith [37] , la transition des étudiants se fait à travers une série de stades de développement du RCI, de novice à experte.…”

Section: Discussionunclassified

“…Pour les infirmières, le raisonnement clinique infirmier (RCI) est vu comme une compétence fondamentale pour l'exercice de leur profession et comme un défi prioritaire de leur formation [3] . Développer et évaluer des stratégies éducatives pour aider les infirmières à développer leur RCI pourrait contribuer à rendre les soins plus sûrs pour les patients [4] . Puisque l'évaluation a un impact important sur les stratégies d'apprentissage des étudiants [5] , il paraît essentiel de développer des instruments d'éva-luation valides et fidèles pour identifier les problèmes de RCI dans une approche diagnostique.…”

Section: Introductionunclassified

Le potentiel diagnostique des questions d’un test de concordance de scripts pour évaluer le raisonnement clinique infirmier

2015

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Manuscrit reçu le 20 septembre 2014 ; commentaires éditoriaux formulés aux auteurs le 23 mai et le 6 juin 2015 ; accepté pour publication le 8 juin 2015Résumé -Contexte : Pour guider les programmes de formation, il est nécessaire de pouvoir poser une évaluation diagnostique du raisonnement clinique des infirmières. Or, les outils disponibles à cet effet présentent des problèmes majeurs. Abstract -Background:The development of training programs requires an evaluation of nurses' clinical reasoning. However, there are issues with the evaluation, which uses existing tools. The script concordance test is a promising and innovative evaluation alternative. Purpose: To explore the possibility of using questions from a script concordance test as an evaluation tool in assessing nursing students' clinical reasoning abilities. Data: Transcripts of interviews with nurses and nursing students (n = 55) from a previous study [1] were used. During the interviews, participants were asked to share their thoughts aloud while taking a script concordance test. Analysis: Transcripts were coded to identify thinking categories and strategies used by participants to answer questions from the script concordance test. Q-matrices were then developed to formalize relationships between thinking categories/strategies and the test questions in each group of participants. Results: Each group used different thinking categories/strategies to answer questions in the script concordance test. These questions could help assess nursing students' strengths and weaknesses as they relate to their development level. The reasoning of nursing experts was so unlike that of students that they could not be used as a benchmark for diagnostic evaluation. Conclusion: Depending on groups student nurses use different thinking categories and strategies, and some SCT questions show a diagnostic potential in evaluating nurses' clinical reasoning per level (1st, 2nd and 3rd year).

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Critical thinking ability of new graduate and experienced nurses

Cited by 143 publications

References 21 publications

The Effect of Teaching Critical Thinking Skills on the Decision Making Style of Nursing Managers

The Effect of Teaching Critical Thinking Skills on the Decision Making Style of Nursing Managers

Perceptions of clinical competence among nurse pregraduates: Do different types of nursing programs make a difference?

Le potentiel diagnostique des questions d’un test de concordance de scripts pour évaluer le raisonnement clinique infirmier

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