Measures that can be used to instill critical thinking skills in nurse prescribers

Banning, Maggi

doi:10.1016/j.nepr.2005.10.001

Cited by 29 publications

(17 citation statements)

References 31 publications

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“…Adams et al (1999) indicated increasing critical thinking levels with the increasing years of experience in nursing profession. Banning (2006) found that only two out of 37 nurses were able to use of critical thinking in clinical decision making but others were quite limited in using critical thinking abilities. These findings are similar to current findings.…”

Section: Discussionmentioning

confidence: 99%

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Determination The Critical Thinking and Empathy Disposition of Nursing Students

Günaydın¹,

Barlas²

2015

Mid. Black Sea J of Health Sci.

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Objective: The aim of this study was to determine the factors affecting critical thinking and empathic disposition of nursing students and the relationships between the empathy and critical thinking disposition in nursing education. Methods: The study was carried out on undergraduate students at nursing school during 2011-2012 academic years. The sample consisted of 276 students who had agreed to participate in the research, 30.7% of them were the first year students (freshman), 27.4 % were the second year students (sophomore), 20.2% were the third year students (junior) and 20.9% were the fourth year students (senior) of nursing program. California Critical Thinking Disposition Inventory (CCTDI) designed by Kökdemir and Empathic Tendency Scale invented by Dökmen were used to assess the research data. Furthermore, an "Individual Information Form" questioning the grades, genders and parental education levels of the nursing students was prepared and applied by the researcher. Results: The mean score for the Empathic Tendency Scale was 53.25±6.57, the mean score for the Critical Thinking Disposition Scale was 209.95±25.26. Correlation analysis revealed significant relationships between the students' scores of Empathic Tendency Scale and total score of Critical Thinking Disposition Scale (r=0.186 p<0.05). Significant differences were observed in total scores for the Critical Thinking Disposition Scale, Empathic Tendency Scale and Analytical Thinking Sub-scale of student groups (p<0.01). The differences were especially distinctive in fourth year students of nursing program. However, there was no relationship between the nursing students' critical thinking disposition sub-scales and empathic tendencies (p>0.05). It was detected that nursing students' critical thinking ability was not affected by their genders and parental education levels. Conclusion: A significant relationship was observed between the Empathic Tendency and general Critical Thinking Disposition and Analytical Thinking skills. The differences were also observed between the class levels in terms of Empathic Tendency and Critical Thinking Disposition and it was also observed that nursing students' critical thinking disposition scores were considerably low. These findings suggest that these skills can be enhanced with education. Current findings revealed that emphasis should be placed on practical works to develop students' ability of empathy and critical thinking disposition in class levels.

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Section: Discussionmentioning

confidence: 99%

“…Nurses with these features can establish cause-effect relationships. Professional career, autonomy and power affect the nurses positively (Banning, 2006;Riddell, 2007). The quality of nursing care depends on integration of critical thinking skills with implementation environment.…”

Section: Introductionmentioning

confidence: 99%

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Günaydın¹,

Barlas²

2015

Mid. Black Sea J of Health Sci.

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“…suggest use of higher level objectives incorporating analysing, evaluating & creating. Interestingly, faculty used many lower level objectives (remembering, understanding & applying) but used multiple active, reflective, and cooperative strategies which are known to promote CT (Banning 2006;Loving & Wilson 2000;Simpson & Courtney 2002). Despite the use of lower level objectives, the students were actively engaged in their learning.…”

Section: Discussionmentioning

confidence: 99%

Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

Cassum¹,

Gul²

2016

IJHE

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Critical thinking (CT) is considered an important attribute in practice disciplines and faculty members in nursing, medicine, and education are expected to facilitate the development of CT in their graduates so that these individuals can be critical, reflective, competent, and caring professionals and service providers. When students are actively engaged in their learning, and classrooms have an enabling environment, CT is promoted. Teachers must reflect upon their pedagogy when students do not participate in stimulating discussions, or asks questions in class. Research suggests that lack of understanding of CT affects teachers' CT practices in the classroom. Literature supports that teaching learning activities and opportunities that emphasize encouragement of students' participation in classroom fosters communication, student engagement, creativity, self -directedness and CT. Thus, it is vital to explore the teaching practices of educators that promotes or hinders students' CT. This study aimed to identify perceptions and practices of CT among educators from the disciplines of nursing, medicine, and education in higher education in Karachi. A descriptive exploratory design was used in the study. Using a purposive sample, 12 educators participated in this study. Data was collected via in-depth interviews and classroom observations. Data was analyzed manually; four major themes emerged from the content analysis. This paper focuses on the findings of educators' practices of CT in a classroom setting, which indicates that teachers needs to be aware that an enabling learning environment is necessary to promote students' CT. Moreover, the educators should create an enabling learning environment by focusing on the physical, psychological and intellectual components to promote CT in students.

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“…Second, nursing education scholars were evaluating and assessing the ways in which concept maps functioned as a learning strategy (Abel & Freeze, 2006;August-Brady, 2005;Banning, 2006;Bowles, 2006;Brunt, 2005;Chabeli, 2010;Clayton, 2006;Ellermann, Kataoka-Yahior, & Wong, 2006;Fonteyn, 2007;Garrett, 2005;Gul & Bowman, 2006;Harpaz, Balik, & Ehrenfeld, 2004;Hay, 2007;Hicks-Moore, 2005;Hicks-Moore & Pastirik, 2006;Hill, 2006;Hsu, 2004;Hsu & Hsieh, 2005;Johns, 2003;Kinchin & Hay, 2005;King & Shell, 2002;Laight, 2006;Latini, 2009;Luckowski, 2003;Pardue, Tagliaren, Valiga, Davison-Price, & Orehowsky, 2005;Pilcher, 2009;Senita, 2008;Staib, 2003;Vacek, 2009;Veo, 2010;Walsh & Seldomridge, 2006;Wheeler & Collins, 2003). This body of work looked at concept maps as a strategy to promote meaningful learning, a method for collaborative learning, a strategy to promote higher level thinking, critical thinking and clinical decision making, and a methodology for fostering the linkages between theory and practice in a clinical setting.…”

Section: Expansion and Adaptation (2000-2010)mentioning

confidence: 99%

“…The use of concept maps was studied in critical care (Dobbin, 2001;Hart, 2000), staff development (Phelps et al, 2009;Zimmerman & Pilcher, 2008;), RN education (Speziale, & Jacobson, 2004), continuing education programs for nurse prescribers (Banning, 2006), the operating department (Sewchuk, 2005), graduate student learning (Giddens, 2006), online courses (Conceição & Taylor, 2007;Ertmer & Nour, 2007), new graduate transition programs (Bratt, 2009;St. Cyr & All, 2009;Wilgis & McConnell, 2008), and neonatal intensive care (Zimmerman & Pilcher, 2008).…”

Section: Expansion and Adaptation (2000-2010)mentioning

confidence: 99%

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

Daley¹,

Morgan²,

Black³

2016

J Nurs Educ

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Background: Although concept mapping was created in the early 1980s, research in nursing education first appeared in 1992. This literature review analyzes the impact of concept mapping in nursing education. Method: A total of 221 articles, books, and book chapters were reviewed on the topic of concept mapping in nursing education. Results: Results indicate that concept-mapping research progressed from the emergence state, to an expansion and adaptation stage, to an established stage. Conclusion: Nursing education could benefit from further research on applying concept map scoring formulas, using concept maps with simulation, developing knowledge models, and creating concept map–centered learning environments. [ J Nurs Educ. 2016;55(11):631–639.]

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Measures that can be used to instill critical thinking skills in nurse prescribers

Cited by 29 publications

References 31 publications

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Creating Enabling Environment for Student Engagement: Faculty Practices of Critical Thinking

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions

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