critical thinking nursing nz

School of Nursing Online Journal

Does nurses emotional intelligence affect their ability to be critical thinkers/reasoners in the clinical setting.

Hayley Black

Introduction

Central to professional nursing practice are critical thinking skills, regardless of the nurses speciality area (Fawcett, 2005).  A characterisation of an individual with a high level of emotional intelligence (EI) is one who has the capacity and ability to understand, recognise and regulate their own emotions; perceive others emotions, and the ability to apply feelings to critical thought (Wang, Hong, Bowers, Brown & Zhang, 2018). Firstly, this essay will discuss my clinical issue, if nurses EI was impacting on their ability to think critically. Formulation of a research question is an important initial stage in the research project. Therefore, I will include the PECOT model to define my clinical issue into a review question. Then by using best evidence literature I will research and review what is EI and critical thinking, compare two different EI models and discuss the link between EI and critical thinking skills. I will discuss the positive and negative implications of having EI or lack of EI on nursing practice. Finally, I will summarise my recommendations and rationale regarding my clinical issue.

Clinical Issue

At the early stages in nursing education and throughout the three-year degree emotional demands that are encountered by nurses became evident. There is an increased emphasis on the nurse having the ability and skills to think critically to be able to make sound clinical decisions.  The practice of nursing has evolved from simple nurturing care to performing highly complex procedures and analyses (Stevens, 2002). To respond to these changes in complex systems, nurses are assuming leadership functions and moving into independent nursing environments. Nursing care often requires the nurse to work in emotionally demanding situations involving patients, family/whānau and other health care professionals. A commonly heard phrase throughout the Bachelor of Nursing Degree is “critical thinker”. It is a core competency that nurses can demonstrate critical thinking skills in order to be a safe and effective registered nurse (RN) (Nursing Council of New Zealand [NCNZ], 2007). The consensus is that by the end of the three-year degree the student nurse has developed critical thinking skills.

My exposure in the clinical setting and hearing other students’ stories led me to wonder if one’s EI was impacting on their ability to be able to think critically. I started to critically think about what was affecting the nurses ability to self-regulate their emotions and act professionally under various pressures in the clinical setting.

Review Question

My overall goal of this assignment was to research and analyse evidence-based articles that focused on EI, critical thinking/reasoning and nursing practice.  My preliminary search identified critical thinking provides a vital link between intelligence and emotions and seeks to determine the quality of EI (Smith, Profetto-McGrath & Cummings, 2009).  Also, that registered nurses (RN’s) in the 21st-century critical thinking skills need to be developed to solve complex problems; so nurses have the ability to function in the often highly emotional charged and demanding nursing practice (Nurse Journal, 2019).  There was an overwhelming literature focusing on student nurses and EI. Although I feel it is highly relevant to take into consideration if nursing students have the characteristic of someone who possess EI, it was not the aim/goal of this research assignment.  Therefore, articles were excluded if the focus was only on student nurses EI and ability to think critically. If the research design or quality of information was poor and or did not mention EI, critical thinking or nursing practice it was also excluded from my findings. I will not fully omit age from my research if evidence shows age is a key factor to EI and critical thinking but it is not the focus of this paper.  My exposure and observations on the wards identified that many “younger” nurses could self-regulate their emotions better than some “older” nurses and I do not want to discriminate against age and a person’s EI.

PECOT Formulation

According to Schneider, Whitehead, LoBiondo-Wood & Haber (2013), the PECOT model is used to develop a good review question which then guides clinical research.  I will use the acronym PECOT to break down my clinical issue to a review question.

Research question : Does nurses emotional intelligence affect their ability to be critical thinkers/reasoners in the clinical setting?

Research and Findings

According to almost three decades of research EI results from interactions of intelligence and emotion and refers to an individuals capacity to understand and manage emotions (Mayer, Roberts & Barsades, 2008).  EI is one conception linked to critical thinking and can play an essential role in one’s capability to think and make decisions (Vitello-Cicciu, 2003). In 1990, psychologists John Mayer and Peter Salovey developed their first EI model which subsequently became popularised in 1995 by psychologist Daniel Goleman’s book: Emotional Intelligence (Iberkis, 2016).

The Mayer and Salovey model suggest EI is a set of cognitive abilities that enables individuals to generate and use emotions in problem solving (Vitello-cicciu, 2003).  The model recognises that cognitive abilities are different but also associated with general intelligence. Over several years of research in 1997 they updated their 1990 model to add a four-branch model of skills involved in EI which are: 1. Perceive/identify emotions. 2. Facilitating emotions with thought processes. 3. The ability to understand emotions. 4. Reflectively regulating/ management of emotions (Drigas, & Papoutsi, 2018). The ability to perceive/identify emotions, refers to the capacity and ability of recognising and identifying emotions in one’s self and others.  Facilitating emotions with thought process is having the ability to generate an emotion and reasons with these emotions.  Understanding emotions refers to having the aptitude to comprehend complex emotional information and knowing how emotions are linked to relationships. Finally, reflectively regulating/managing emotions requires the individual to promote emotionally, intellectually and personally growth (Vitello-Cicciu, 2003).  These abilities/skills play a crucial role in the nurses ability to interpret or become aware of his/her own and other’s emotions. According to Mayer and Salovey (as cited in Drigas & Papoutsi, 2018) understanding and linking emotions are skills that can develop as a person matures. Mayer and Salovey state that EI can increase with age due to the accumulation of knowledge about emotion and its social context (as cited in Smieja, Orzechowski & Stolarski, 2014).

The Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) measures, assesses and gains unprecedented insights about one’s EI.  The test applies the four branches of the model to help predict and develop one’s EI abilities and therefore, enhance one’s success. Participants answer 141 questions that are based on everyday scenarios and the correct answers are identified by emotional experts (Brackett & Salovey, 2006).  The test questions measure the participants' ability to perceive, use, understand and regulate emotions measures. Evidence-based research identified that nurses that scored high in a MSCEIT maintain a heightened emotional awareness of others and of self in comparison to those who scored lower (Bracket & Salovey, 2003).                                    

Goleman's 1995 model broadened Mayer and Salovey’s four branched system and consists of five areas and main elements: 1. Self-regulation. 2. Self-awareness. 3. Motivation. 4. Empathy 5. Social Sills (Sadri, 2012).  Goleman defines EI as the ability for one’s capacity to recognise his/her feelings and those of others. Also to be able to motivate oneself and have the ability to monitor and manage one’s own emotions in ourselves and relationships (Harrison & Fopma-Loy, 2010).  Goleman states “ I found the role of emotional intelligence in leadership particularly compelling” (Goleman, n.d. para 12).  His focus is on a wide array of competencies and skills that he states drive leadership performance (Sadri, 2012).   He reports EI can be taught but it’s not enough to lecture individuals, it should be allowed to be seen through role modelling.  Kadda (2019) states to what extent EI can be developed or taught is unclear but evidence supports teaching EI may increase feelings of control and EI competence.  Goleman suggests that EI is vital for the successful, positive outcomes in one’s professional and personal life (Sadri, 2012). The human mind has emotional and rational components and Goleman states that is what leads to one’s emotional response and decisions.  He believes that emotional responses need to be tempered by rationality and that feelings can, and often do come before the rational mind and thought (Sadri, 2012).

The Global Emotional Intelligence Test (GEIT) questions are derived from four of Goleman’s EI model, which asks the participants 40 questions.  Research suggests that EI can be a better predictor of job performance, employee engagement and leadership ability (Drigas & Papoutsi, 2018). This EI test measures and evaluates how well one perform tasks and solve emotional problems and will suggest ways to improve it (Global Leadership Foundation, n.d.).  

Reflective journaling helps the nurse to focus on his/her thoughts and feelings, which may result in a changed outlook about a clinical situation or experience (Pawlak, 2016).  Donald Schon book, The Reflective Practitioner , identifies that nurses can expand and deepen their understanding of practice by reflecting before-action, in-action, on-action and beyond action (Edwards, 2017).  Reflection in-action requires the nurse to be able to regulate his/her emotions to think critically in the moment so he/she can make appropriate clinical decision (Edwards, 2017).  Reflecting on and beyond-actions allows the nurse to continually monitor his/her thinking, questioning and reflecting on the quality of their nursing practice (Pawlak, 2016). Therefore, being able to reflect beyond action, the nurse can analyse situations and understand what triggered a positive or negative emotional response.  

Critical thinking skills promote interprofessional and interpersonal therapeutic relationships, with other health care professionals and health care consumers (NCNZ, 2007). EI has been found to be a moderately significant predictor of transformational leadership in nurse managers (Wang et al., 2018).  Nurse leaders can affect change by fostering working environments that value emotions and team work (Sadri, 2012). The nurse leader then becomes a positive role model who can give constructive criticism and be honest with nurses. This enables the nurse to trust their nurse leader, so he/she can truly reflect and incorporate what he/she has learnt into their nursing practice (Sadri, 2012).  According to Vitello-Cicciu (2001) nurse leaders are expected to frequent the emotional side of leadership and therefore requires nurse leaders to possess El.  Transformational leaders interact and respond to individual needs by empowering and aligning the goals of individuals, the group, and the larger organization.  An example of a transformational nurse manager role within the dynamic healthcare setting is the nurse leader influences behaviours and attitudes by interacting, nourishing and inspiring nurses to challenge assumptions to reframe problems (Lopes & Salovey, 2008).  

Implications on Practice

The first major theme related to EI is that a core nursing skill requires nurses to understand, identify and deal with his/her and others emotions. This is due to the labile nature of nursing in this era of growing healthcare demands, as nursing shortages and consumer demands mount. By not fostering development of EI within the nursing practice, it may impact health care for a variety of reasons, namely negative patient outcomes and nurse burnouts (Szcygiel & Mikolajzak, 2018). Clinical decisions are often being made in contexts that are emotionally demanding which require nurses to manage their own emotions. The online Nurse Journal (2019) states that self-regulation is a key critical thinking skill and one should not make unwarranted assumptions and be aware of one’s own bias (Nurse Journal, 2019).  Errors that arise in nursing due to a lack of critical thinking can cause incorrect assumptions and the wrong conclusion can lead to incorrect clinical decisions/actions. Emotional influences guiding thought processes not only impacts on incorrect clinical actions and patient care, it can affect intrapersonal levels with other healthcare professionals (Bulmer-Smith, Profetto-McGrath & Cummings, 2009).  A research study done by Stevens (2002) did not clearly demonstrate that years of registered nursing experience was correlated with critical thinking ability but both theories and research contradict his findings (Echevarria, 2015).  

Nurses that make assumptions about the patient thoughts/feelings can create communication barriers which can led to unsuitable care planning, causing negative patient outcomes.  Research supported by the National Natural of Science Foundation found that individuals with higher quality critical thinking skills can recognise and regulate their emotions, through processes in the brain that interpret and make something clear (Yao et al., 2018).  Although external factors are important factors in burnout and job satisfaction, research has shown that a person’s internal or personal abilities will have external consequences (Farmer, 2004). The lack of EI is a component of emotional exhaustion which in turn leads to burnout and can affect the nurses ability to develop therapeutic relationships with patients/clients and their family/whānau.  It is essential that nurses can give themselves at an emotional or psychological level in their everyday nursing practice (Stevens, 2002). Emotional exhaustion can affect the nurses ability to think critically due to feelings of depersonalization in which they begin to regard their patients/clients objectively (Farmer, 2004). Unpredictable client circumstances cannot be taught by regular repetition. It requires the nurse to be able to self-regulate his/her emotions and to think critically to make decisions that promote a positive health outcome for the patient/client (Pawlak, 2016).

Recommendations and Rationale

•  Integration of EI Training/Workshops into the Practice Setting:

Rationale: Results from a study examining nurses identified that EI training could be implemented to prevent adverse effects of negative emotions, regarding factors contributing to job burnout (Szczygiel & Mikolajczak, 2018).  By implementing emotional learning programmes as part of a nurses scope of practice he/she could acquire knowledge, attitudes and skills that are necessary for understanding and managing emotions.  The emphasis of the training/workshops should be placed on providing nurses with knowledge of the effectiveness of various emotion regulation strategies, to enhance self-awareness and their understanding of others (Szcygiel & Mikolajzak, 2018).  The nurse leader/manager taking these workshops could follow up with preceptorship, transferring knowledge and encouraging EI evidence use within the nursing environment. A way to measure if these workshops and preceptorship were enhancing nurses EI could be through a comparison of verbal and written reflections, and or using the Mayer, Salovey and Caruso MSCEIT, prior and following the workshops.  By integrating EI training workshops into the clinical practice environment it could provide the nurse with a greater opportunity to understand themselves, their colleagues and patients. Therefore, creating a way in which the nurse can build healthy, therapeutic relationships with others in the working environment. Which will improve communication within the practice setting, creating a positive working environment and improving nurse retention as well as providing appropriate, effective care planning for patient/clients (Echevarria, 2015).

•   EI Screening as a Prerequisite for Employment:

Rationale: Nurses who are equipped to identify their emotions, analyse what happened and reflect on his/her actions, enables the nurse to think critically on how to improve his/her practice (Burgess, 2003).  Hospital executives responsible for employing and making determinations of future nurses could incorporate EI behavioural screening tools during the interview process. Additionally, nurse job descriptions may be revised to include criteria which supports EI behaviours as a desirable skill set of skills. Due to the nursing profession being prone to stress, it would be preferable to employ nurses that have high EI so he/she can respond effectively to the emotional reactions of their patients/clients and colleagues (Smith, Profetto-McGrath, & Cummings, 2009). Research shows employing nurses with EI characteristics is important for building leaderships roles, enhancing nursing practice and reducing nurse burn-outs (Smith, Profetto-McGrath, & Cummings, 2009).  

• Specific EI Competency:

Rationale: The NCNZ competences set standards to ensure nurses are providing safe and effective care (NCNZ, 2017). After my research findings, I believe that nurses need to identify, through a specific NCNZ EI competency, how they have applied EI in their nursing practice.  The use of EI concepts provide fresh insights into ways to keep nurses engaged in practice, improve nurse retention and patient/client outcomes (Raghubir, 2018). An example of the competency could require the nurse to provide evidence, based around the four branches of Mayer and Salovey’s model, on how he/she has applied EI into his/her nursing practice. The competency could allow the nurse to identify his/her own EI strengths and limitations. By nurses having to identify how they perceive, manage, and understand their own and other emotions it could lead to better stress management and performance of nursing tasks.  Nurses reflecting on an emotionally skill competency could provide fresh insights to keep nurses engaged in practice. Consequently, nurses will gain an understanding of complex emotional information which will encourage him/her to think about the implications of emotions and enhance their critical thinking skills.

EI is a fundamental skill to identify, understand, and use emotions positively to manage conflicts, solve problems, empathise, handle stress and overcome issues (Raghubir, 2018).   The nurses level of EI will indicate his/her ability to function, act and manage emotionally challenging situations that nurses are often faced with in their daily practice (Raghubir, 2018). Nurses need to be able to think critically to be able to confidently and quickly assess clinical situations, ensuring that his/her patient/client is receiving the best care.  Nursing requires the nurse to maintain composure and self-regulation of his/her emotions to have the ability to handle emotional or stressful situations. Mayer and Salovey’s model maintain that emotional skills can be learned and EI therefore can be enhanced (Vitello-Cicciu, 2003). EI and critical thinking skills are essential nursing traits but lack of EI may negatively influence one’s standard of work, including clinical decision making. EI is an important skill set for nurses and research has revealed nurses with high levels of EI have higher job satisfaction, less burn outs, ability to think critically, take on leadership roles and positive patient/client health outcomes.  Nurse managers who use transformational leadership create an environment with a higher level of work morale which are vital factors to providing positive patient outcomes.  Nurses with a higher level of EI are more adaptive to make the right clinical decisions and implement their choices in the right way.

Bracket, M. A., & Salovey. P. (2003 ). Measuring emotional intelligence with the Mayer-Salovey-Caruso emotional intelligence test (MSCEIT). Retrieved from http://ei.yale.edu/wp- content/uploads/2013/12/pub94_BrackettSalovey 2006measuringEI_MSCEITnew.pdf

Bulmer-Smith,K., Profetto-Mcgrath, J., & Cummings, G. (2009). Emotional intelligence and nursing. International Journal of Nursing Studies, 47 (4). Retrieved from. http://dx.doi.org/10.1016/j.ijnurstu.2009.09.010

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Harrison, P. A., & Fopma-Loy, J. L. (2010). Reflective Journal Prompts: A Vehicle for Stimulating Emotional Competence in Nursing. Journal of nursing education, 49 (11), 644-52. doi: 10.3928/01484834-20100730-07.

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Lopes, P. N., & Salovey, P. (2008). Emotional intelligence and leadership: Implications for leader development. In Hoyt, C.L., Goethals, G.R., & Forsyth, D.R (eds.). Psychology and leadership (pp. 1-16). Westport, CT: Praeger.

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Professional Development

Critical thinking in nursing education: addressing the theory practice gap.

OPINION: Nursing lecturer Jed Montayre argues nursing education could do better in teaching that critical thinking skills aren’t just needed for written assignments but also to provide safe and effective nursing care.

The ability to critically process information to make sound nursing decisions is an important skill that nurses acquire through years of experience.

The framework for nursing education means nursing training is not typically delivered like other professional degrees and includes an enormous practical component during which a student hones their knowledge and skills. Every nursing school aims to provide the best quality learning experience to their students.

Nursing education also has a significant role in preparing students for the challenges beyond the four walls of the lecture theatre or simulation lab and out into the real world of nursing. So activities encouraging critical thinking skills are integrated into the nursing curriculum.

Critiquing in theory and practice

The term ‘to critique’ is a popular and commonly used instruction in education. It comes from an ancient Greek word, which means ‘faculty of judgment or ability to discern’.

In nursing practice, to critically assess, observe and examine patients are all equally important to providing safe nursing care. However, in nursing education, the task of critiquing an article (or writing a critical analysis of something) is not always a concept well understood by students.

During their nursing training, students are assessed on how they are progressing in acquiring critical thinking skills and the ways to capture this progress is multifactorial. However, some research suggests there are students who can effectively critique theoretical knowledge but may not use those same critical thinking skills in their actual nursing practice. Whether this research is correct or not, the concept of thinking critically and applying critical thinking has a huge bearing on nursing education. Most believe that a nursing curriculum that emphasises critical analysis in its learning activities should produce better students with advanced levels of knowledge and skill. This might be true but it is questionable how much critical thinking is really imparted to nursing students during their years of study. Additionally, how well do schools track students’ progression towards being critical thinkers?

Over the years, the models and frameworks for nursing education have changed. The drive for evidence-based nursing practice requires complementary evidence-based teaching and learning. Being well informed about research is one way of facilitating the critical thinking approach to delivering a nursing education programme. However, academics must be ready to counter the challenges when students are not receptive to, or resist, this way of promoting learning. Assignments that require students to critique a research article or to integrate readings from their research findings into an essay are a good way of developing students’ critical thinking skills. Students also need to know that these skills they build academically can be applied practically. Consequently, nursing lecturers need to stress that critical thinking is not just for academic essays but also transcends to practical nursing work. This message can then be reinforced during practical sessions in simulation labs and clinical skills sessions.

Just another essay?

While most nursing schools do stress critical thinking skills, what seems lacking is an emphasis on effectively linking critical thinking skills in theory and in practice; that is, the ability to critique theoretically and apply learned critical thinking skills to practice. One issue hindering this process is the students’ focus on examinations or assessments, instead of the learning that comes with the course. Also crucial to the process is the value students place on their written assignments and what they have learned from them. Students’ realisation of ‘where to from here’ rarely occurs if they view assignments as mere events or requirements they must undertake to pass or gain a merit mark. Recent UK research suggests that students don’t even really care if they receive written feedback on their assignment or not (unless they fail and then they want to know why).

These are not solely student-driven issues as academics also contribute to this process. I believe that strengthening the link between written assessments and practical nursing work needs to be done in a way that harnesses our natural ability to learn to think critically. This could be done by giving students activities that stimulate their critical learning skills through emphasis on problem-solving, real life scenarios.

By critically analysing events in everyday life, humans can develop their critical thinking skills. Students encounter real patient situations in the clinical environment and they look after real patients during their clinical placement, but most of them have difficulty articulating why things were done the way they were. It is this awareness of the rationale for doing things in nursing that gets missed, probably because there is a gap in emphasising the transition of theory into practice; or it could be that not all students appreciate the value of theoretical knowledge as applied to practice.

Anecdotal reports suggest students also have differing views on the usefulness of written assignments, with some saying they do not stir their interest or relate to the real nature of the profession; instead they regard these types of assessment as mere paperwork to be passed. Whether this is true or not, it makes perfect sense to try and better match up students’ learning perceptions and the kind of assessments crafted and integrated into the nursing programme.

Most importantly, we need to prepare them to link the learned theory to practical skills. This is most effective if critical thinking skills are cultivated in both theory and practice and an emphasis is placed on the ability to critically synthesise theoretical knowledge as applied or observed in practice. This is the key to critical thinking in real life nursing scenarios, which informs sound and safe nursing care. :

Author: Dr Jed Montayre RN DPS (Doctor of Professional Studies) DipT is a nursing lecturer at AUT’s school of nursing.

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Critical Thinking in Nursing: Tips to Develop the Skill

4 min read • February, 09 2024

Critical thinking in nursing helps caregivers make decisions that lead to optimal patient care. In school, educators and clinical instructors introduced you to critical-thinking examples in nursing. These educators encouraged using learning tools for assessment, diagnosis, planning, implementation, and evaluation.

Nurturing these invaluable skills continues once you begin practicing. Critical thinking is essential to providing quality patient care and should continue to grow throughout your nursing career until it becomes second nature. 

What Is Critical Thinking in Nursing?

Critical thinking in nursing involves identifying a problem, determining the best solution, and implementing an effective method to resolve the issue using clinical decision-making skills.

Reflection comes next. Carefully consider whether your actions led to the right solution or if there may have been a better course of action.

Remember, there's no one-size-fits-all treatment method — you must determine what's best for each patient.

How Is Critical Thinking Important for Nurses? 

As a patient's primary contact, a nurse is typically the first to notice changes in their status. One example of critical thinking in nursing is interpreting these changes with an open mind. Make impartial decisions based on evidence rather than opinions. By applying critical-thinking skills to anticipate and understand your patients' needs, you can positively impact their quality of care and outcomes.

Elements of Critical Thinking in Nursing

To assess situations and make informed decisions, nurses must integrate these specific elements into their practice:

• Clinical judgment. Prioritize a patient's care needs and make adjustments as changes occur. Gather the necessary information and determine what nursing intervention is needed. Keep in mind that there may be multiple options. Use your critical-thinking skills to interpret and understand the importance of test results and the patient’s clinical presentation, including their vital signs. Then prioritize interventions and anticipate potential complications. 
• Patient safety. Recognize deviations from the norm and take action to prevent harm to the patient. Suppose you don't think a change in a patient's medication is appropriate for their treatment. Before giving the medication, question the physician's rationale for the modification to avoid a potential error. 
• Communication and collaboration. Ask relevant questions and actively listen to others while avoiding judgment. Promoting a collaborative environment may lead to improved patient outcomes and interdisciplinary communication. 
• Problem-solving skills. Practicing your problem-solving skills can improve your critical-thinking skills. Analyze the problem, consider alternate solutions, and implement the most appropriate one. Besides assessing patient conditions, you can apply these skills to other challenges, such as staffing issues . 

How to Develop and Apply Critical-Thinking Skills in Nursing

Critical-thinking skills develop as you gain experience and advance in your career. The ability to predict and respond to nursing challenges increases as you expand your knowledge and encounter real-life patient care scenarios outside of what you learned from a textbook. 

Here are five ways to nurture your critical-thinking skills:

• Be a lifelong learner. Continuous learning through educational courses and professional development lets you stay current with evidence-based practice . That knowledge helps you make informed decisions in stressful moments.  
• Practice reflection. Allow time each day to reflect on successes and areas for improvement. This self-awareness can help identify your strengths, weaknesses, and personal biases to guide your decision-making.
• Open your mind. Don't assume you're right. Ask for opinions and consider the viewpoints of other nurses, mentors , and interdisciplinary team members.
• Use critical-thinking tools. Structure your thinking by incorporating nursing process steps or a SWOT analysis (strengths, weaknesses, opportunities, and threats) to organize information, evaluate options, and identify underlying issues.
• Be curious. Challenge assumptions by asking questions to ensure current care methods are valid, relevant, and supported by evidence-based practice .

Critical thinking in nursing is invaluable for safe, effective, patient-centered care. You can successfully navigate challenges in the ever-changing health care environment by continually developing and applying these skills.

Images sourced from Getty Images

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Critical Thinking Skills Masterclass

Nov 16, 2021 | Health Webinars

1.   Watch the recorded webinar below from start to finish.

2.   to claim your hours, click on the claim a certificate button. this will send you a quick quiz about the webinar, once answered a certificate will be generated for you..

About the webinar

Dr Sandy Richardson Senior Lecturer with the School of Health Sciences, University of Canterbury and the Nurse Researcher for the Emergency Department at Christchurch Hospital, Canterbury District Health Board

Dr Sandy Richardson is a Senior Lecturer with the School of Health Sciences, University of Canterbury and the Nurse Researcher for the Emergency Department at Christchurch Hospital, Canterbury District Health Board. She has been a RN for close to 30 years, and involved in nursing education and research for much of that time, and worked clinically as an emergency nurse for nearly 20 years. Sandy completed her PhD looking at overcrowding in Emergency Departments, and her areas of research interest include cultural safety, socio-political issues, disaster responses, and violence and aggression towards sta. She has lectured widely on critical thinking, to under and post graduate nursing students, and to clinical RNs undertaking Nurse in Charge and preceptorship programmes.

Her topic will include

• Revising the fundamentals of critical thinking in nursing practice • Links to clinical practice and patient outcomes • Biases, unconscious and otherwise • Logic and logical fallacies • Thinking about thinking • Practical examples and challenges in practice

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What is Critical Thinking in Nursing? (With Examples, Importance, & How to Improve)

Successful nursing requires learning several skills used to communicate with patients, families, and healthcare teams. One of the most essential skills nurses must develop is the ability to demonstrate critical thinking. If you are a nurse, perhaps you have asked if there is a way to know how to improve critical thinking in nursing? As you read this article, you will learn what critical thinking in nursing is and why it is important. You will also find 18 simple tips to improve critical thinking in nursing and sample scenarios about how to apply critical thinking in your nursing career.

What is Critical Thinking in Nursing?

4 reasons why critical thinking is so important in nursing, 1. critical thinking skills will help you anticipate and understand changes in your patient’s condition., 2. with strong critical thinking skills, you can make decisions about patient care that is most favorable for the patient and intended outcomes., 3. strong critical thinking skills in nursing can contribute to innovative improvements and professional development., 4. critical thinking skills in nursing contribute to rational decision-making, which improves patient outcomes., what are the 8 important attributes of excellent critical thinking in nursing, 1. the ability to interpret information:, 2. independent thought:, 3. impartiality:, 4. intuition:, 5. problem solving:, 6. flexibility:, 7. perseverance:, 8. integrity:, examples of poor critical thinking vs excellent critical thinking in nursing, 1. scenario: patient/caregiver interactions, poor critical thinking:, excellent critical thinking:, 2. scenario: improving patient care quality, 3. scenario: interdisciplinary collaboration, 4. scenario: precepting nursing students and other nurses, how to improve critical thinking in nursing, 1. demonstrate open-mindedness., 2. practice self-awareness., 3. avoid judgment., 4. eliminate personal biases., 5. do not be afraid to ask questions., 6. find an experienced mentor., 7. join professional nursing organizations., 8. establish a routine of self-reflection., 9. utilize the chain of command., 10. determine the significance of data and decide if it is sufficient for decision-making., 11. volunteer for leadership positions or opportunities., 12. use previous facts and experiences to help develop stronger critical thinking skills in nursing., 13. establish priorities., 14. trust your knowledge and be confident in your abilities., 15. be curious about everything., 16. practice fair-mindedness., 17. learn the value of intellectual humility., 18. never stop learning., 4 consequences of poor critical thinking in nursing, 1. the most significant risk associated with poor critical thinking in nursing is inadequate patient care., 2. failure to recognize changes in patient status:, 3. lack of effective critical thinking in nursing can impact the cost of healthcare., 4. lack of critical thinking skills in nursing can cause a breakdown in communication within the interdisciplinary team., useful resources to improve critical thinking in nursing, youtube videos, my final thoughts, frequently asked questions answered by our expert, 1. will lack of critical thinking impact my nursing career, 2. usually, how long does it take for a nurse to improve their critical thinking skills, 3. do all types of nurses require excellent critical thinking skills, 4. how can i assess my critical thinking skills in nursing.

• Ask relevant questions • Justify opinions • Address and evaluate multiple points of view • Explain assumptions and reasons related to your choice of patient care options

5. Can I Be a Nurse If I Cannot Think Critically?

Critical-Thinking Questions about Case Studies

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/fundamentals-nursing/pages/1-introduction

• Authors: Christy Bowen, Lindsay Draper, Heather Moore
• Publisher/website: OpenStax
• Book title: Fundamentals of Nursing
• Publication date: Sep 4, 2024
• Location: Houston, Texas
• Book URL: https://openstax.org/books/fundamentals-nursing/pages/1-introduction
• Section URL: https://openstax.org/books/fundamentals-nursing/pages/8-critical-thinking-questions-about-case-studies

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When is critical thinking important?

Critical thinking is particularly important at university. It is also reflected in the  University of Auckland graduate capabilities .

“Graduates of the University are expected to be able to contest knowledge and practice, critically consider ideas, texts and research and think reflectively and reflexively.”

Critical thinking can be applied to any endeavour and is particularly sought after by employers who want staff who can logically evaluate a situation or problem and come up with well-reasoned solutions.

What is critical thinking?

Learn more about what critical thinking involves at university by watching the video below.

• How to think critically
• How to read critically
• How to write critically

There are a few key techniques you can employ to think critically:

• Be inquisitive and ask questions.
• Be open minded and able to consider alternative opinions.
• Recognise your own biases, assumptions and prejudices.
• Be objective when evaluating information.
• Don’t believe everything you read. Trust your own thoughts and ideas.

Reading critically will allow you to better understand and engage with your course content and help you make sense of more difficult texts.

Try the following:

• Do not necessarily accept what you read.
• Think about the author’s purpose for writing the source. Do they display bias or put forward a particular point of view?
• Distinguish fact from opinion.
• Identify the key arguments the author makes.
• Reinforce your reading. Make notes, explain the reading to others and discuss it in a study group.

Ask questions:

• What are the key themes or ideas in the source? Think about how these might be applied in practice. Is the author’s thinking sound? Nice in theory may not mean nice in practice.
• How do the facts, images and examples the author has chosen strengthen or weaken their argument? Is another conclusion possible?
• How much do you agree or disagree with the author?
• How does this compare to other material you have read on the same topic?
• What questions did the author leave you with?

Writing at university requires more than regurgitation of facts and figures. Your written assignments need to present logical well-thought-out arguments, backed up by evidence, as well as your own thoughts and opinions.

A common trap you can fall into is writing descriptively. Descriptive writing presents the history, background or facts about a situation but no critical analysis. While descriptive writing can provide context and set the scene at the beginning of your essay or assignment, relying solely on descriptive writing will most likely lose you marks.

• Ensure your essay or assignment has an argument or a series of arguments running through it. This mainly applies to essay type assignments but can be relevant for other types of assignments too.
• Remember that you are trying to convince your reader or the person marking your assignment so you must make a good case.
• Provide a logical and cohesive structure to your argument.
• Use multiple sources of evidence to support your argument and make sure you clearly explain why this evidence is important to your argument.
• Evaluate the evidence you provide for its strengths and limitations and compare it to other evidence you are using.
• Draw clear conclusions based on your evidence.
• Include your own interpretation or judgement. This is an essential part of writing critically.
• Be cautious when you are commenting on evidence or challenging particular authors. For example, say “This may suggest …” rather than “This proves …” This leaves room for debate and alternative perspectives or findings.

See  Descriptive vs Critical writing examples

For more detailed information and tips, visit the  Critical Thinking module in write@uni.

Related topics

• Reading critically
• Writing at university
• Academic Skills: Critical Thinking

See all available workshops .

Short on time? Watch a video on:

• Critical thinking – 6:01
• Time management – 5:15
• Note-taking – 5:39

Have any questions? 

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MAKING A   DIFFERENCE IN CLINICAL PRACTICE

The first CNS role in New Zealand was from the result of a pilot study at Wellington Hospital in 1970.

A Ministry of Health document in 1998 stated that the CNS was a crucial member of the healthcare team and the role needed to be recognized and endorsed by Nursing Council.

The CNS role was used consistently nationally following the 2006 MECA.

The first National Clinical Nurse Specialist (CNS) conference was held in 2009 in Christchurch  and a bi-annual conference has been held since that time.

One of the recommendations from a survey of participants at the inaugural CNS conference was to establish a national CNS network and the decision was formally made to form a National Society in 2013. 

Today there are over 1500 CNS roles in NZ - and rising ​ ​

Clinical Nurse Specialist Definition

​ ​ A Clinical Nurse Specialist (CNS) is an experienced Registered Nurse who works as a clinical expert in a specialised area of healthcare.

A CNS utilises advanced nursing knowledge, evidence based research and critical thinking to influence nursing practice and improve patient outcomes.

A CNS is a clinical leader who oversees clinical care and is involved in research, education and policy development at local and national level.

The CNS role is underpinned by post graduate study at masters level.

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It is the mission of the CNS Society NZ to promote the distinctive contributions of CNS practice to the health and well-being of individuals, family/whanau, communities and healthcare, and to advance the practice of nursing in New Zealand.

Purpose & goals.

The purpose and goal of the CNS Society NZ is: ​

To provide a vehicle to bring together CNSs in New Zealand

To provide a forum for discussion, share knowledge and expertise

To provide professional leadership to CNSs

​To provide a mechanism to consult on issues which affect CNS

To promote and sponsor the biennial CNS conference or other such meetings as may be useful or desirable for the advancement of the purposes of the society

To develop a uniform classification/definition of CNS practice in NZ

To increase the visibility and influence of CNSs

To develop recommendations on educational requirements for the CNS role and the development of educational resources

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To develop evidence-based guidelines to underpin CNS practice.

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Conceptions of critical thinking held by nurse educators

Affiliation.

• 1 Department of Health Studies, Manukau Institute of Technology, Manukau, Auckland, New Zealand. [email protected]
• PMID: 15478693
• DOI: 10.3928/01484834-20040901-04

This study investigated nurse educators' conceptions of critical thinking used in making judgment related to nursing. Twelve nurse educators from a large nursing school in an urban environment in New Zealand participated in this qualitative study. A semistructured questionnaire was used to explore the nurse educators' conceptions of critical thinking. The study found that the participants viewed rational, logical thinking as a central focus of critical thinking. However, in addition to these traditional perspectives, the nurse educators also included in their conceptions views more commonly held by feminist writers. These aspects focused on attention to intuition, subjective knowing, attention to context, emotions, and caring.

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NURSPRAC 702A/B : Critical Care Specialty Nursing

Medical and health sciences, 2024 semester one (1243) / semester two (1245) (30 points), course prescription, course overview, course requirements, course contacts, capabilities developed in this course.

Learning Outcomes

• Develop and extend understanding of pathophysiological processes of specific disease states of critically ill patients (Capability 3.1, 3.2, 3.3, 4.1 and 4.2)
• Demonstrate understanding of the aetiology, pathogenesis and clinical manifestations of commonly found/seen altered health states (Capability 3.1, 3.2, 3.3, 4.1, 4.2, 5.1 and 5.2)
• Apply and demonstrate evidence based diagnostic decision making involving client assessment and the use and interpretation of diagnostic tests (Capability 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 8.1, 8.2 and 8.3)
• Evaluate the epidemiology of common conditions related to clinical specialty (Capability 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 8.1, 8.2 and 8.3)
• Demonstrate the ability to synthesise nursing knowledge and use of applied science in caring for clients with complex and specific health care needs (Capability 3.1, 3.2, 3.3, 4.1, 4.2, 5.1 and 5.2)
• Evaluate the ethical and legal parameters of current nursing practice and discuss the social, economic and political factors related to the specialty area (Capability 8.1, 8.2 and 8.3)

Assessments

Workload Expectations

For this course, you can expect 40 hours of lectures, 160 hours of reading and thinking about the content and 100 hours of work on assignments and/or test preparation.

Delivery Mode

Campus experience.

Attendance is expected at scheduled activities including tutorials to complete components of the course. Lectures will be available as recordings.  The course will not include live online events including group discussions/tutorials. The activities for the course are scheduled as a block delivery.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Other Information

The course assessments may be amended before delivery in 2023.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed for potential plagiarism or other forms of academic misconduct, using computerised detection mechanisms.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html .

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption, we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and course assessment continues to meet the principles of the University’s assessment policy. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator/director, and if disruption occurs you should refer to the university website for information about how to proceed.

The delivery mode may change depending on COVID restrictions. Any changes will be communicated through Canvas.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html .

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course students may be asked to submit coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. In exceptional circumstances changes to elements of this course may be necessary at short notice. Students enrolled in this course will be informed of any such changes and the reasons for them, as soon as possible, through Canvas.

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Critical thinking skills for your nursing degree, description.

Studying for your Nursing Degree is for anyone wanting to train to become a nurse or midwife. After reading this fully comprehensive guide you will understand:

the structure and culture of higher education, and how nursing fits into it

what to expect, and what will be expected of you, as a university student

teaching and assessment methods within nursing, so that you can perform to the best of your ability in an academic environment

how to manage your nursing studies in an effective way and make the most of the resources available to you.

The books in our Critical Study Skills series will help you gain the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Packed with tasks and activities to help you improve your learning, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Uniquely, this book is written by an experienced education lecturer and an English for Academic Purposes (EAP) lecturer.

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Product description, product details.

• Author: BOTTEMLEY
• ISBN: 9781912096695
• Publication Date: January 2017
• Binding: Paperback
• Publisher: Critical Publishing Ltd
• Country of Publication:

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