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241 Critical thinking lecture transcript
Fundamentals (NSG241)
Marian University
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Speaker 1: Okay, critical thinking, this is chapter four. So we're looking at the objective here, looking at the relationship between critical thinking, the nursing assessment, and the nursing diagnostic process. Actually that should be the nursing process for critical thinking. Okay. So by definition of critical thinking, it involves the application of knowledge and experience to identify patient problems and to direct clinical judgements and actions that result in positive patient outcomes. I think critical thinking is, you develop it over time, as you become more confident. So we're looking at, is a complex process, and it is an art of thinking about your thinking, while you're thinking. So you can make your thinking more clear, precise, accurate, relevant, consistent, and fair. Absolutely, you got to think about what you just thought about. I know, sounds crazy, right? But I think you develop your critical thinking skills over time. All of you are developing into going to be new graduates. You're not going to go out into the real world and be a proficient, efficient, ready to take on the world ICU nurse, when you haven't developed those skills yet. It takes time.
But I do think you have to grow into critical thinking and collect all of your data processes. And what I mean by that, you have to learn how to read lab results and what to do for those lab results. So, I think it just takes time and please make sure you're reading that section and that couple of paragraphs on page 55, on critical thinking skills. So what exactly are we talking about? Critical thinking? Let's put some flavor into what I'm talking about, critical thinking. Critical thinking, you've got to have problem solving, and this is table 4 on page 55. You've got to have decision-making, and it gives the definition of each of those. So you guys can read that, reasoning and judgment. So I think you need all four of these in place in order to make a sound judgment and be able to critically think through a situation.
Putting some theory into this, bottom on page 55, there, some critical theories to go with this, is how we're going to come to that critical thinking abilities. Reflection, is a very important process. That's why as number one. What evidence do we have to help guide our analysis? What standards do we need that help guide our quality of thinking and what attributes do we need or traits do we have in order to make this happen? So putting some theory behind the evidence truly does help in the process.
So you have a couple of pictures here that helps you pull things into perspective. So when we're looking at the hand-washing picture and why we need to hand wash, and the theory behind hand washing, we know that it is the most important and primary intervention in reducing and preventing the spread of germs. Okay? That's your theory behind it. So that's why we do the five steps of a hand washing per the CDC, wet, wash, rinse, and dry. Then over here, you have to the right, on the PowerPoint, you have studying. Get into your books, get into the evidence, okay? Textbooks are evidence- based. Getting into the knowledge and learning from the text.
Okay, So looking at the critical thinking components and attitudes, this begins on page 56, looking at knowledge review, why do we need to review our knowledge? Because sometimes we have to look things up. Even me, as a seasoned nurse, I still have to look stuff up. If I don't know it, I'm going to go to the resources and validate that knowledge
review. Reasoning? Why do we need reasoning? This as at the bottom of page 57 there. Because we need to think and reason throughout, aiming finding those answers. Providing an explanation and forming a conclusion. Reasoning is logical thinking that links thoughts in meaningful ways. We're looking at scientific inquiry and our abilities to be able to problem solve.
The scientific method that we use as nurses is the nursing process. That's why I went ahead and mentioned it way back and chapters one and two, is because we're going to need that, in order to put all of these components into our critical thinking ability. And then you have inferences, which is important, that's on the page 58. Is intellectual acts that involve a conclusion being made based on something. So we want to be accurate in our assumptions that we're making. We want that evidence to be able to support us. Validation, looking at validation as verifying the information or the data as factual, accurate and complete.
So when we give those discharge instructions and all of those paperwork that goes with it, and we're teaching the patient on discharge, we're able to validate everything that we're telling them by our paperwork that we have, that is scientifically based and all of that. And then attitudes, critical thinking attitudes. So if you go into nursing that you know it all, you're in for a rude awakening because nursing is a lifelong learning process. They're going to change it tomorrow. So, you have to relearn it, a different completely way. Because that's just the way science works. So we need a critical thinking attitude to promote learning reasoning and discipline. And we need to be able to do that for the patient safety too.
So I think this slide speaks for itself. You do need a baseline knowledge. We are teaching you a baseline of knowledge. Are you going to learn everything from nursing school? Absolutely not. But with all of those courses that you've taken, human growth, all of your prerequisites, anatomy, physiology, patho, pharmacology fundamentals, that is where you are learning your baseline knowledge. Then when you go out into the real world, you will start to learn how to information gather. And you're already learning how to do that. And when you get to the hospital, you're going to be... Well, you learned it back in 201 in gathering patient information. And then you have to write a little paper or do a health history, your assessment. You're gathering information in everything you do.
Okay. So looking at the bottom of page 57, it talks about reasoning. There are two types. Inductive reasoning, is very specific facts or details that to make conclusions and generalizations. The nurse observes that a patient who recently had an indwelling urinary catheter removed, complains of burning on urination, and the urine is cloudy and foul smelling. So, that is your inductive reasoning. You have some facts there and details, in order to make a conclusion that that patient might have, drum roll here, a UTI. And then looking at your deductive reasoning. This is on top of page 58. This is generating facts or details from a major theory. A generalization or a premise. This is from general to specific. So there's an example there that the nurse observes for signs, such as an elevated temperature and sources of infection, to validate a dedudctive argument. This is more of your scientific basis of reasoning
our gut instinct, which has our intuition, our interpretation of it? What exactly is that speaking to? Explanation, how we explain the conclusions, is a very important, critical thinking skill. That's why I say all of these components right here, we're teaching you to be critical thinkers. But over time, you will be very fluent at being able to process and come to a conclusion based on your critical thinking skills that you've learned. That's why I said, "Yes, we're teaching all this, but it takes time."
Self-regulation, is similar to a reflection. And clinical decision making. Again, these develop over time, you have to be consistent and utilizing the essential skills of the critical thinking, which helps guide clinical decision making. Okay, so looking at the errors to avoid number one, right off the bat is bias, page 60, illogical thinking, lack of information, closed mindedness, the one way street here. And assumptions. Never assume anything. Don't ever jump to conclusions either because your gut instinct might be very wrong or you might've misinterpreted some data or information. So things to avoid. Okay, improving your critical thinking skills, page 61, there's a couple of pages here. How can we improve our critical thinking skills? By having discussions with colleagues, bouncing ideas off of them, or a problem, or an issue, or a situation. Verbalization, says a lot right there. Thinking out loud, talking to yourself. Literature review, look at the evidence. Look at the literature. Application of knowledge,
Looking at all of the information available to you. Case study, looking at all of the information you have, and being able to apply it to case studies of which you guys will be doing this semester. Looking at a concept mapping, that's you're putting things into perspective, your ideas. You have something in the center, and then you're going to expand from there. There's an example of a conceptual concept map on a page 63 there that wrote this. And you notice how the assessment data is in the circle. And all of these things are going into place, such as the medications, the labs, the treatments, the medical history, there, your problem, nursing diagnosis one, two, and three and so forth from there. So there's a really good example, there. Simulation, putting your critical thinking into play. And you're working generally with a couple of different people and partners to bounce those ideas off of and thinking through a situation. Role playing, and then your written work, which you'll probably have lots to do in this semester.
241 Critical thinking lecture transcript
Course: Fundamentals (NSG241)
University: Marian University
