Clinical nursing experiences
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Discussion: Critical Thinking
Recall your early clinical nursing experiences—what guided your decisions? Did you practice nursing ‘by the book’? Now, consider how you make decisions today. How have your clinical experiences fostered a greater depth of knowledge and critical thinking?
This week’s Learning Resources explore skill development and levels of knowledge acquisition based on clinical experience. For example, Benner suggests that as a nurse gains more experience, knowledge and skill level increases. Nurses move from novices—making decisions based on rules—to experts who are able to see connections between actions and outcomes using critical thinking. This Discussion focuses on the role of critical thinking in nursing practice and the connection between critical thinking, clinical competence, and scholarship.
To prepare:
- Review the Learning Resources focusing on critical thinking and Benner’s interpretation of the Novice to Expert theory.
- Reflect on how critical thinking is used in clinical practice. How does critical thinking relate to, or support, clinical competence?
- What critical thinking strategies do you use to improve your clinical competence and thus move from novice to expert?
- Consider the connection between critical thinking, nursing practice, and scholarship.
BY DAY 3
Post your observations on how critical thinking is used in clinical practice (provide examples); how you employ critical thinking strategies to improve clinical competence; and your thoughts on the connections between critical thinking, scholarship, and practice.
Support your Discussion assignment with specific resources used in its preparation using APA formatting. You are asked to provide a reference for all resources, including those in the Learning Resources for this course
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Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Berkow, S., Virkstis, K., Stewart, J., Aronson, S., & Donohue, M. (2011). Assessing individual frontline nurse critical thinking. Journal of Nursing Administration, 41(4), 168–171. doi:10.1097/NNA.0b013e3182118528. Note: You will access this article from the Walden Library databases. The authors of this article developed a tool to assess 25 critical thinking skills deemed necessary for frontline nurses. Jenkins, S. (2011). Clinical nursing experiences
Cross-cultural perspectives on critical thinking. Journal of Nursing Education, 50(5), 268–274. doi:10.3928/01484834-20110228-02. Note: You will access this article from the Walden Library databases. This article seeks to further define common characteristics of critical thinking by exploring the influence of culture on its definition. They compare nursing students’ perceptions of critical thinking from the United States with Thailand. Zori, S., Nosek, L. J., & Musil, C. M. (2010). Clinical nursing experiences
Critical thinking of nurse managers related to staff RNs’ perceptions of the practice environment. Journal of Nursing Scholarship, 42(3), 305–313. doi:10.1111/j.1547-5069.2010.01354.x Note: You will access this article from the Walden Library databases. When nurse leaders have strong critical thinking skills, it creates a better work environment for others. This article examines that influence and its impact on patient safety and delivering quality care. Current Nursing. (2011). Clinical nursing experiences
Nursing theories: A companion to nursing theories and models: From novice to expert. Retrieved from http://currentnursing.com/nursing_theory/Patricia_Benner_From_Novice_to_Expert.html This website outlines the Novice to Expert Theory, applied to nursing, by Patricia Benner. Kaminski, J. (2010). Theory applied to informatics—Novice to expert. Canadian Journal of Nursing Informatics, 5(4). Retrieved from http://cjni.net/journal/?p=967 Kaminski explains the Novice to Expert Theory and its application in nursing practice. Marchigiano, G., Eduljee, N., & Harvey, K. (2011). Developing critical thinking skills from clinical assignments: A pilot study on nursing students’ self-reported perceptions. Journal of Nursing Management, 19(1), 143–152. doi:10.1111/j.1365-2834.2010.01191.x. Retrieved from: https://www.researchgate.net/profile/Nina_Eduljee/publication/49744322_Developing_critical_t hinking_skills_from_clinical_assignments_A_pilot_study_on_nursing_students’_selfreported_perceptions/links/55fc4fec08aec948c4b3424b.pdf This article examines student experiences in the clinical setting that facilitate the development of critical thinking skills. NSW Health. (2011). Benner’s stages of clinical competence. Retrieved from http://www.health.nsw.gov.au/nursing/projects/Documents/novice-expert-benner.pdf Walden University. (2012j). Walden University writing center: Critical reading. Retrieved from http://writingcenter.waldenu.edu/454.htm As you evaluate research articles, or information found on the Internet it is important to read the material with a critical eye. The Walden Writing Center offers many excellent resources and strategies for reading critically. Walden University Writing Center. (2010). What is critical thinking? Retrieved from http://writingcenter.waldenu.edu/Documents/Scholarly-Writing/Critical_Thinking_(Final).pdf The Walden Writing Center provides a succinct overview of critical thinking and critical reading. This brief article provides a definition of critical thinking and its characteristics. Main Posting: Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.-Outstanding Performance 44 (44%) – 44 (44%) Excellent Performance 40 (40%) – 43 (43%) Competent Performance 35 (35%) – 39 (39%) Proficient Performance 31 (31%) – 34 (34%) Room for Improvement 0 (0%) – 30 (30%) Main Posting: Writing-Outstanding Performance 6 (6%) – 6 (6%) Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) Competent Performance 5 (5%) – 5 (5%) Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) Room for Improvement 0 (0%) – 4 (4%) Clinical nursing experiences
Main Posting: Timely and full participation-Outstanding Performance 10 (10%) – 10 (10%) Excellent Performance 0 (0%) – 0 (0%) Competent Performance 0 (0%) – 0 (0%) Proficient Performance 0 (0%) – 0 (0%) Room for Improvement 0 (0%) – 0 (0%) First Response: Post to colleague’s main post that is reflective and justified with credible sources.-Outstanding Performance 9 (9%) – 9 (9%) Excellent Performance 8.5 (8.5%) – 8.5 (8.5%) Competent Performance 7.5 (7.5%) – 8 (8%) Proficient Performance 6.5 (6.5%) – 7 (7%) Room for Improvement 0 (0%) – 6 (6%) First Response: Writing-Outstanding Performance 6 (6%) – 6 (6%) Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) Competent Performance 5 (5%) – 5 (5%) Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) Room for Improvement 0 (0%) – 4 (4%) First Response: Timely and full participation-Outstanding Performance 5 (5%) – 5 (5%) Excellent Performance 0 (0%) – 0 (0%) Competent Performance 0 (0%) – 0 (0%) Proficient Performance 0 (0%) – 0 (0%) Room for Improvement 0 (0%) – 0 (0%) Second Response: Post to colleague’s main post that is reflective and justified with credible sources.-Outstanding Performance 9 (9%) – 9 (9%) Excellent Performance 8.5 (8.5%) – 8.5 (8.5%) Competent Performance 7.5 (7.5%) – 8 (8%) Proficient Performance 6.5 (6.5%) – 7 (7%) Room for Improvement 0 (0%) – 6 (6%) Second Response: Writing-Outstanding Performance 6 (6%) – 6 (6%) Excellent Performance 5.5 (5.5%) – 5.5 (5.5%) Competent Performance 5 (5%) – 5 (5%) Proficient Performance 4.5 (4.5%) – 4.5 (4.5%) Room for Improvement 0 (0%) – 4 (4%) Second Response: Timely and full participation-Outstanding Performance 5 (5%) – 5 (5%) Excellent Performance 0 (0%) – 0 (0%) Competent Performance 0 (0%) – 0 (0%) Proficient Performance 0 (0%) – 0 (0%) Room for Improvement 0 (0%) – 0 (0%) … Clinical nursing experiences