Critical thinking assessment in nursing education programs
Articles on critical thinking in nursing
The clinical experience allows the practitioner to recognize items and standards and approach the right conclusions. Critical thinking, combined with creativity, refine the result as nurses can find specific solutions to specific problems with creativity taking place where traditional interventions are not effective. The aim of the programme presentation was to determine how the participants perceived the presentation of the programme and what their perceptions were regarding the utilization of case scenarios as a strategy to enhance critical thinking. They should therefore: a examine the advantages and disadvantages of each option, b implement prioritization needs by Maslow, c assess what actions can be delegated to others, and d use any framework implementation priorities. Content of the educational programme. Concept mapping:A critical thinking approach to care planning. Confidence in the Justification According to critical thinking through well motivated reasoning leads to reliable conclusions. With critical thinking being important in all processes of problem solving, the nurse considers all possible solutions and decides on the choice of the most appropriate solution for each case In Figure 1 , the outcome of the pretest and posttest of the experimental and control groups indicating the mean scores of each group in the six main critical thinking concepts and the difference between the mean scores of the two groups are as follow: Concept evaluation: Pretest, experimental group scored A total of 53 students participated as the control group in the pretest and posttest. It was important to the researcher to obtain feedback from the participants in order to know how the participants experienced the educational programme presentation so that certain reforms could be made if necessary . The participants in the study were final-year students at the Windhoek and Oshakati campuses of the Faculty of Health Sciences. The aim of this exercise was to determine the experiences and opinions of the participants on the presentation of the educational programme and the content that was offered, as well as their opinion regarding the utilization of case scenarios as a teaching strategy for the facilitation of critical thinking. Ho3 is rejected in favour of Ha3 on the 2.
Internal validity of the design was ensured by eliminating the threats to an experimental design, as referred to in their guidelines by .
They have been placed verbatim. Concept self-regulatory: Pretest, experimental group Data collection during phase 4 entailed the following: A post-test was conducted immediately after the educational programme had been concluded to ensure that no external variables influenced the students in answering the questions.
Critical thinking applies to nurses as they have diverse multifaceted knowledge to handle the various situations encountered during their shifts still face constant changes in an environment with constant stress of changing conditions and make important decisions using critical thinking to collect and interpret information that are necessary for making a decision 3.
Hypothesis 3 tested as follows. Concepts interpretation: Pretest, experimental group scored In contrast, the justification is deduced from the general to the specific. These responses are indicated in Figure 5.
The aim of this exercise was to determine the experiences and opinions of the participants on the presentation of the educational programme and the content that was offered, as well as their opinion regarding the utilization of case scenarios as a teaching strategy for the facilitation of critical thinking.
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