Valuing both critical and creative thinking in clinical practice: narrowing the research–practice gap?

Seymour, Beth; Kinn, Sue; Sutherland, Norrie

doi:10.1046/j.1365-2648.2003.02618.x

Cited by 99 publications

(65 citation statements)

References 40 publications

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“…In the UK, there is a need for educational institutions to define and share views on critical thinking in relation to their nursing curricula (Seymour et al, 2003), identify an assessment tool (Adams et al,1996), and teaching and learning strategies that help to anneal critical thinking in the practice context (Girot, 2000, Daly, 2001. Above all, nurse educators teaching and assessing critical thinking must be familiar with its characteristics and provide suitable exemplars during teaching (Seymour et al, 2003).…”

Section: Instructional Methods To Develop Critical Thinking In Nurse mentioning

confidence: 99%

“…Above all, nurse educators teaching and assessing critical thinking must be familiar with its characteristics and provide suitable exemplars during teaching (Seymour et al, 2003).…”

Section: Instructional Methods To Develop Critical Thinking In Nurse mentioning

confidence: 99%

“…This approach can encourage student participation, particularly diffident students (Loving, 2000). By a process of exclusion, the student should develop a definitive diagnosis and gain skills in problem-solving and critical-creative thinking (Bethune & Jackling, 1997, Daly,1998, Seymour et al, 2003.…”

Section: Concept Mappingmentioning

confidence: 99%

“…Students are taught critiquing principles in the classroom, but often have limited experience of sharing research with knowledgeable colleagues within the practice environment or adapting these principles independently (Seymour et al, 2003). A research trail would involve a group of students researching different aspects of a selected patient care management problem.…”

Section: Research Trailmentioning

confidence: 99%

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Measures that can be used to instill critical thinking skills in nurse prescribers

Banning

2006

Nurse Education in Practice

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Critical thinking is a pervasive skill that involves scrutinizing, differentiating, and appraising information and reflecting on the information gained in order to make judgements and inform clinical decisions. Studies inform us of the need for agreement on the approaches used to teach and measure critical thinking. Nurse prescribers undertake an advanced role that encompass the need to be able to make clinically based decisions about the appropriateness of a specific medication. This requires critical thinking attributes. A variety of teaching and learning approaches are offered which can be used by nurse educators to develop critical thinking skills in nurse prescribers.

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Section: Instructional Methods To Develop Critical Thinking In Nurse mentioning

confidence: 99%

“…Above all, nurse educators teaching and assessing critical thinking must be familiar with its characteristics and provide suitable exemplars during teaching (Seymour et al, 2003).…”

Section: Instructional Methods To Develop Critical Thinking In Nurse mentioning

confidence: 99%

Section: Concept Mappingmentioning

confidence: 99%

Section: Research Trailmentioning

confidence: 99%

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Measures that can be used to instill critical thinking skills in nurse prescribers

Banning

2006

Nurse Education in Practice

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“…Therefore, it has become necessary to create educational environments where students can progress emotionally and socially as a whole, as well as mentally and physically, clinical practices are organized regarding the same progress, and students can exhibit their own thoughts and creativity (Seymour et al, 2003;Mangena and Chabelli, 2005). Thus, in nursing education programs, student-centered education models, which build up such skills in students as creativity, synthesis, design and problem-solving, need developing, instead of teachercentered traditional methods based on information transfer (Fasnacht, 2003).…”

Section: Introductionmentioning

confidence: 99%

Determining Nursing Student Knowledge, Behavior and Beliefs for Breast Cancer and Breast Self-examination Receiving Courses with Two Different Approaches

Karadağ¹,

İşeri²,

Etikán³

2014

Asian Pacific Journal of Cancer Prevention

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Background: This study aimed to determine nursing student knowledge, behavior and beliefs for breast cancer and breast self-examination receiving courses with a traditional lecturing method (TLM) and the Six Thinking Hats method (STHM). Materials and Methods: The population of the study included a total of 69 second year nursing students, 34 of whom received courses with traditional lecturing and 35 of whom received training with the STHM, an active learning approach. The data of the study were collected pre-training and 15 days and 3 months post-training. The data collection tools were a questionnaire form questioning socio-demographic features, and breast cancer and breast self-examination (BSE) knowledge and the Champion's Health Belief Model Scale. The tests used in data analysis were chi-square, independent samples t-test and paired t-test. Results: The mean knowledge score following traditional lecturing method increased from 9.32±1.82 to 14.41±1.94 (P<0.001) and it increased from 9.20±2.33 to 14.73±2.91 after training with the Six Thinking Hats Method (P<0.001). It was determined that there was a significant increase in pre and post-training perceptions of perceived confidence in both groups. There was a statistically significant difference between pre-training, and 15 days and 3 months post-training frequency of BSE in the students trained according to STHM (p<0.05). On the other hand, there was a statistically significant difference between pre-training and 3 months post-training frequency of BSE in the students trained according to TLM. Conclusions: In both training groups, the knowledge of breast cancer and BSE, and the perception of confidence increased similarly. In order to raise nursing student awareness in breast cancer, either of the traditional lecturing method or the Six Thinking Hats Method can be chosen according to the suitability of the teaching material and resources.

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The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

Saeed

Ramdane

2022

Review of Education

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Creative thinking plays a pivotal role in science, innovation and the arts, solidifying its significance in daily life problem solving as well as maintaining and fostering our well‐being. Creative problem solving (CPS) and critical reasoning enables students to be challenged and to grasp complex problems and is defined as one's ability to generate both original and useful ideas to be adopted in a wide array of situations. However, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. To investigate whether the implementation of a creative thinking model leads to the development of creative thinking skills in high school students, and whether it affects any other abilities of high school students, Scopus, Web of Science and PubMed were systematically screened on 21 February 2022. Studies that adopted a CPS model in a high school setting and investigated its role in improving the creative thinking skills of students were included. Eight studies that spanned 542 high school students were included in this systematic review. Implementation of creative thinking models, including FPSPI, SCAMPER, quantum‐based CPS learning, and traditional CPS models, resulted in notable improvements in the development of creative thinking skills in high school students. Improvements were also evident in the participant's academic achievements, concept understanding and higher‐order thinking skills. A data extraction form was formulated in accordance with the PRISMA recommendations and (GRADE) criterion for risk of bias was incorporated. The implementation of a creative thinking model in educational institutions results in the development and improvement of creative thinking skills in high school students when used alongside traditional teaching methods. Future studies should focus on investigating the adoption of these models and others on a wider scale, spanning several geographical locations and education systems.

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Valuing both critical and creative thinking in clinical practice: narrowing the research–practice gap?

Cited by 99 publications

References 40 publications

Measures that can be used to instill critical thinking skills in nurse prescribers

Measures that can be used to instill critical thinking skills in nurse prescribers

Determining Nursing Student Knowledge, Behavior and Beliefs for Breast Cancer and Breast Self-examination Receiving Courses with Two Different Approaches

The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

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