Description
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
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). 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). 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). 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%)
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%)
Purchase answer to see full
attachment
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). 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). 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). 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%)
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%)
Purchase answer to see full
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