![]() One example is that women typically have a silent stage of cognitive development, which is the first level. Belenky, Clinchy, Goldberger, and Tarule (1986) have demonstrated that women and men differ in intellectual development in several major areas. Perry (1970) identifies four levels including nine stages of intellectual development. Several theorists have written about the various cognitive levels of students. Miller (1992) concurs:Ĭognitive levels must be considered during lesson planning. “There are far too many facts, but there are far too many facts that become erroneous over time” ( Jones & Brown, 1991, p. Jones and Brown (1991) argue that nurse educators can no longer convey facts to nursing students. Students need to know what nursing measures will be needed when they read laboratory reports with abnormal results they do not need to memorize normal laboratory values. Brigham (1993) contends that faculty need to assist students to recognize how systems respond to specific health problems. Students must develop higher-order thinking skills. These strategies would be addressed if nursing faculty adopted the principles of critical thinking as the foundation for practice. She offers analytic nursing, change activities, collegiality, and sponsorship as strategies for empowering nurses. She suggests that nurses in professional practice should be empowered and that students need to be treated as valued members of the profession. As health care reform extends patient care from the predominantly structured inpatient arena to the more unstructured outpatient or community arenas, critical thinking skills and empowerment become even more important.Ĭarlson-Catalano (1992), in discussing empowering nurses, believed that traditional curricula encourage students to be obedient, dependent, and fearful in caring for patients. Case (1994) discussed the changing arenas for decision making as being not only at the bedside but also in quality assurance processes, delegation activities, shared governance, and management and executive roles. Thinking skills of the nurse become more important than the ability to perform the associated psychomotor skills. Technological advances and a knowledge explosion have also changed the face of health care. Jones and Brown (1993) believe that nursing is practiced in complex environments with humans, who are complex beings. Therefore nurses are required to use their holistic nursing knowledge base to think through each situation to provide individualized, effective (evidence-based) care rather than simply to follow routine procedures. ![]() However, each patient responds to those needs differently. ![]() Nurses need a high level of critical thinking skills and a critical thinking disposition because nurses encounter multiple patients with the same health care needs. A variety of teaching strategies are then presented with a discussion of their use, advantages, disadvantages, and tips for making the learning experience interactive and meaningful.Ĭritical thinking in nursing and nursing education Developing effective learning experiences comes next. The chapter begins with a discussion of critical thinking as the basis for any teaching strategy. ![]() The purpose of this chapter is to identify strategies that students and faculty can use to promote learning. Therefore nurse educators are continually reexamining the “best” way to teach and to empower students for learning. However, nursing education has been undergoing a major revolution, with attention focused on how to teach students to think critically. The selection of teaching strategies and learning experiences traditionally has been governed by behavioral objectives. Nursing faculty spend a considerable amount of their time planning experiences to facilitate student learning. Strategies to promote critical thinking and active learning ![]()
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