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Critical thinking
Published in Elaine Jefford, Julie Jomeen, Empowering Decision-Making in Midwifery, 2019
To ensure care is safe, clinical decisions need to be based on the best available evidence. Rather than simply retrieving information, critical thinking is required to reason, process, analyse, critique and evaluate the evidence for the current context and the needs of those in your care. The application of critical thinking ensures evidence is not blindly applied to practice but that a process of critical analysis is utilised to reach conclusions about the quality of evidence and applicability in each clinical situation.
The cutting edge
Published in Alan Bleakley, Routledge handbook of the medical humanities, 2019
Arno K. Kumagai, Thirusha Naidu
The point here is not that critical consciousness is ‘better’ than critical thinking. Critical thinking itself is an essential activity in medicine; alone, however, it is insufficient to deliver care with excellence, compassion, and justice (Kumagai and Lypson 2009). Critical consciousness connects differential diagnoses to societal and structural inequities and links diagnostic strategies and treatment plans with human needs and contexts. Its emphasis on both understanding and action ties identification of inequities into the social determinants of health to address such inequities and to support the social contract and consequent accountability underlying health care (Sharma, Pinto, and Kumagai 2018). From an epistemological point of view, in contrast to critical thinking, which takes an instrumental approach to understanding abnormal processes to discover effective interventions, critical consciousness is fundamentally emancipatory: it addresses interests and action with human social needs in order to alleviate suffering and oppression (Kumagai 2013). But here too is an ethical challenge: who decides on who shall be ‘emancipated,’ for what reasons, and what form the ‘emancipation’ shall take can all constitute a form of imperialism, a ‘violence,’ conscious governmentality, or an imposed religiosity.
Interactive Domains of Medical Thinking Today: Understanding Our Own Reasoning from a Broader Historical Experience 1
Published in Milos Jenicek, How to Think in Medicine, 2018
Logic and critical thinking in medicine72 appeared first in association with the spirit, content, and objectives of modern epidemiology and biostatistics, albeit tentatively.60,73–75 From brief allusions in epidemiology and clinical sciences,60,56 these elements are now becoming a more distinct entity in medicine60,56,76 as “systems of thought underlying understanding and decisions in health sciences and processes conceptualizing, evaluating, synthesizing, and evaluating health information as guides to belief and action.” Beyond and besides medicine, critical thinking has also been adapted and applied to the health and social services domain and among its students and those who hold managerial positions in this area.77
Emotional intelligence is more important than the learning environment in improving critical thinking
Published in Medical Teacher, 2023
Antonios Christodoulakis, George Kritsotakis, Manolis Linardakis, Panayota Sourtzi, Ioanna Tsiligianni
Critical thinking is the cornerstone of high-quality healthcare practice (Chan 2016). Critical thinking can be defined as ‘a purposeful and self-regulatory act of thinking, which results in interpretation, analysis, evaluation, inference, and found explanation’ (Halpern 2014; Hyytinen et al. 2021). By definition, critical thinking can improve the diagnostic process, the decision making, and the medical-nursing procedures during clinical practice (Chan 2016). Since critical thinking improves clinical practice on many levels, healthcare professionals ideally would have efficiently cultivated it from their undergraduate studies (Kahlke and Eva 2018; Christodoulakis, Kritsotakis, et al. 2023). However, critical thinking does not sufficiently develop in healthcare students, during university (Jenicek et al. 2011; Nematbakhsh et al. 2013; Huang et al. 2014). Nowadays the Covid-19 pandemic has underlined the need for healthcare professionals to have high levels of critical thinking (Facione et al. 2021).
Scoping Review of Critical Thinking Literature in Healthcare Education
Published in Occupational Therapy In Health Care, 2023
Christine Berg, Rachel Philipp, Steven D. Taff
Critical thinking, the process of analyzing and evaluating thinking to make decisions (Paul & Elder, 2016), exposes assumptions, biases, beliefs and points of view that influence clinical reasoning. In a systematic review, Hall et al. (2015) discovered that implicit biases of health care providers significantly impacted client health outcomes, interactions with clients, and intervention decisions contributing to health disparities. These implicit biases are unconscious reactions to social determinants of health that encompass many different aspects of a client’s personal narrative such as race, ethnicity, age, faith, education, economics, and zip code (World Health Organization, 2015). Clients’ lived experiences may be unfamiliar to the healthcare professional, yet their judgments may influence outcomes. For example, in addition to a diagnosis of a gunshot wound, a client might present with contextual issues such as domestic violence, an unfamiliar residential zip code, or participation in unsanctioned occupations that could influence holistic interactions and intervention choices. There is an assumption, that just by completing professional training, students are equipped with critical thinking skills (Brudvig et al., 2013; NASEM, 2016). This scoping review explores the critical thinking literature focused on healthcare education.
How nurses in a developing country perceive and experience leadership: A qualitative study
Published in Contemporary Nurse, 2021
Elly Wardani, Tony Ryan, Mutia Yusuf, Hajjul Kamil, Rachmah Rachmah, Suryane Sulistiana Susanti, Linda Shields, Joan Gygax Spicer
Identifying nurses’ perceptions on effective leadership can elucidate work conditions that can maximize nurses’ level of performance (Eneh et al., 2012; Lamb et al., 2018). In Indonesia, scant evidence exists on how nurses perceive leadership (Gunawan, Aungsuroch, and Nazliansyah, 2018); research on such has yet to be conducted. Anecdotal evidence indicates that Indonesian nurses have a limited scope of practice. They act on standing orders, and their duties are largely task oriented; autonomy in decision making is minor. Critical thinking, as evidenced by consultations with physicians, nurses, and other health professionals on treatments, interventions, and policies, is not commonplace. Faced with a paucity of evidence, this study set out to examine Indonesian nurses’ perceptions and experiences of nursing leadership.