Writing and Explaining Thesis Chapters (Chapter 4)

 Critical Thinking Skills in Nursing Education

Introduction:

Students are the foundation of our society, which will be created based on the basis of their

 educational achievement and view their knowledge and learning. Nursing students are the

 important and building block of health care delivery system; their educational standards

 will influence their clinical training and contribute to their future learning, skills, and

 performance. (Mohammad et, al. 2021).

Critical thinking skills in nursing education:

Nursing educational program emphasizes abstract thinking critical skills. By applying problem-solving strategies and prioritize risk management by making decisions related to problematic views, thinking abilities should improve some intellectual capabilities skills required in recognizing problems by inspecting and identifying the problem, arranging the problem in sequences, identifying the solutions, performing the care planed and evaluate the care provided. (Papathanasiou et, al., 2014) . From a conceptual framework, students will begin to discuss and analyze. Data assessment is an important part of critical thinking, and students will need to confirm the correctness of data identified by exploring and recognizing other research studies evidences information’s (Nagshabandi, 2018). Students must comprehend and critically evaluate the patient's circumstances. (A Brunt, 2005). 

The process of critical thinking: 

The nursing care plan steps is a methodological approach used by nurses and nursing students to explore and refine the patient's problem and attempt to address it in a systematic manner. When providing care to a patient, the nursing care plan steps is defined as a phase completed by nurses whether students or employees. The procedure begins with the student collecting data and information from the patient during the assessment. The next stage is to plan the care that will be provided by prioritizing the patient's needs. Following that, intervention and evaluation must provide care to the patient and examine the situation to ensure it has been resolved (YILDIRIM, ZKAHRAMAN 2011). A nursing diagnosis process is a problem-solving approach in which symptoms are identified and cut off into concerns and resolved by nurse planning and intervention (A Brunt, 2005). The nursing care plan steps is governed by the goal of clarifying and resolving patient concerns. The issue was identified as a situation that the patient and family may encounter, in which the students or staff nurses attempt to assist them through performance appraisal that may hurt the patient, rather than giving safe care with an emphasis on the difficulties. (Shin and Kim, 2013). The nursing care plan steps is crucial in thinking abilities and saving patient lives; all parties will be satisfied with the outcomes and treatment (Shin and Kim, 2013). During the assessment phase, the instructors is responsible for working with students to find the data that has piqued their interest, then testing that information by prioritizing, sorting, evaluating, and interpreting the data to establish the solution needed for care planning. Furthermore, a professor or instructor must be able to make accurate observations and discriminate between what is relevant and what is not. The next step is to identify nursing diagnoses based on the assessment data that has been identified. (A Brunt, 2005; YILDIRIM, ZKAHRAMAN 2011).  Following that, a care plan must be carried out and performed during the implementation stage. Finally, the effectiveness of interventions is assessed (Shin and Kim, 2013).

Important of Critical thinking skills: 

The ability to handle thinking capacities in the nursing care plan processes is regarded to improve nursing skills and production. (Papathanasiou et, al., 2014). The best method and strategy of solving many issues and problems in clinical areas by using nursing care plan. To employ intellectual abilities concerning, a care plan as a baseline for professional practice performance. Nurse tutors and instructors are responsible for integrating high degree of conceptual thinking abilities aptitude skills into nursing care plan steps in practice areas. (A Brunt, 2005) The tutor encourages the learner to clarify the assumptions and make a decision. The tutor or educator encouraged the pupils by showing them how to carry out the nursing care plan. When faced with any challenges during clinical training, thinking abilities can be developed and enhanced using this strategy. 

Struggles can be faced by nursing students and how to solve it: 

Nursing students may struggle at first with data collection, organization, and analysis as part of the nursing diagnosis process. (Nagshabandi, 2018) Nurse tutors are in charge of coaching and educating people in their cognitive processes. The tutor's role modelling is critical. A nurse tutor is responsible for teaching and guiding students in employing conceptual thinking skills in the nursing care plan steps, which can help students enhance their thinking abilities. (Shin and Kim, 2013). Students must have specific quality features when conferring degree from a nursing program and be able to develop intellectual conceptual thinking abilities necessary for occupational profession while performing patient care in the hospital, so nursing instructors and tutors must guarantee that these standards are met before engaging in occupational performance of the students. (Rogal and Young, 2008). Also, by directly captivate students in special based learning activities that require the type of thinking they want them to acquire, critical thinking might be understudied. We must work as independent nursing practitioners and use scientific methodologies; thus, this evolution of mind is required. A considerable adjustment in teaching and learning methodologies is required in nursing colleges in order to boost intellectual thinking capacities more critically. (Shin and Kim, 2013).

References: 

A Brunt, B. (2005). Critical Thinking in Nursing: An Integrated Review. The Journal of Continuing Education in Nursing, 36(2), pp.60–67.

Mohammad, H., Rasheed, A., Abuijlan, I., James, R., Elsamad, S. A., Kumardhas, V., Hma, C. R., Abuijlan, I., James, R., Ra, E. & The, K. V. (2021). The impact of COVID-19 pandemic on the clinical training of nursing students ’ in UAE, vol. 5(10), pp. 1–9.

Nagshabandi, E.A.A. (2018). Nursing Students’ Perception Towards Critical Thinking Process Of Knowledge And Skills At Kau. Social Science Learning Education Journal, 03(05), pp.53–59.

Papathanasiou, I., Kleisiaris, C., Fradelos, E., Kakou, K. and Kourkouta, L. (2014). Critical thinking: The development of an essential skill for nursing students. Acta Informatica Medica, [online] 22(4), p.283- 286 doi: 10.5455/aim.2014.22.283-286 Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4216424/.

    Rogal, S.M. and Young, J. (2008). Exploring Critical Thinking in Critical Care Nursing  Education: a Pilot Study. The Journal of Continuing Education in Nursing, 39(1), pp.28–33.

      Shin, I.-S. and Kim, J.-H. (2013). The effect of problem-based learning in nursing education: a meta-analysis. Advances in Health Sciences Education, ResearchGate. [online] 18(5), pp.1103–1120. Available at: https://link.springer.com/article/10.1007/s10459-012-9436-2.

     YILDIRIM, B. ÖZKAHRAMAN, S, (2011) Critical Thinking in Nursing Process and Education, International Journal of Humanities and Social Science Vol. 1 No. 13 [Special Issue – September 2011] p 257- 261.