(years)
<21 | 3.75 ± 0.48 | 2.83 (0.061) | 3.87 ± 0.38 | 0.84 (0.433) | 3.54 ± 0.32 | 4.32 (0.015) a < c | 21–<23 | 3.92 ± 0.47 | 3.95 ± 0.42 | 3.64 ± 0.37 |
≥23 | 3.92 ± 0.44 | 3.96 ± 0.47 | 3.73 ± 0.31 |
Sex | Male | 3.92 ± 0.42 | 0.68 (0.409) | 3.95 ± 0.41 | 0.30 (0.584) | 3.70 ± 0.35 | 1.81 (0.181) |
Female | 3.85 ± 0.49 | 3.92 ± 0.42 | 3.61 ± 0.34 |
Academic level | Sophomore | 3.72 ± 0.59 | 5.59 (0.004) a < c | 3.80 ± 0.43 | 4.58 (0.011) a < c | 3.51 ± 0.29 | 10.17 (<0.001) a < c |
Junior | 3.89 ± 0.47 | 3.96 ± 0.35 | 3.60 ± 0.32 |
Senior | 3.99 ± 0.45 | 4.01 ± 0.44 | 3.77 ± 0.37 |
Interpersonal relationships | Very good | 4.07 ± 0.54 | 5.79 (0.004) a > c | 4.38 ± 0.40 | 40.71 (<0.001) c < b < a | 3.78 ± 0.48 | 9.47 (<0.001) b, c < a |
Good | 3.88 ± 0.44 | 3.92 ± 0.32 | 3.66 ± 0.29 |
Moderate | 3.70 ± 0.48 | 3.63 ± 0.39 | 3.46 ± 0.33 |
Satisfaction with major | Very satisfied | 4.09 ± 0.43 | 7.21 (<0.001) d < b, c < a | 4.19 ± 0.48 | 7.70 (<0.001) c, d < a | 3.76 ± 0.38 | 3.73 (0.012) d < a, b |
Satisfied | 3.92 ± 0.45 | 3.94 ± 0.38 | 3.66 ± 0.33 |
Moderately satisfied | 3.71 ± 0.50 | 3.77 ± 0.40 | 3.53 ± 0.35 |
Dissatisfied | 3.55 ± 0.37 | 3.77 ± 0.31 | 3.52 ± 0.23 |
PBL experience | Yes | 3.93 ± 0.47 | 2.92 (0.004) | 3.98 ± 0.40 | 2.74 (0.007) | 3.68 ± 0.36 | 3.06 (0.003) |
No | 3.72 ± 0.47 | 3.81 ± 0.43 | 3.52 ± 0.28 |
Number of PBL experiences | 0 | 3.72 ± 0.47 | 2.87 (0.038) | 3.81 ± 0.43 | 2.47 (0.063) | 3.52 ± 0.28 | 3.20 (0.025) |
1~2 | 3.92 ± 0.51 | 3.97 ± 0.47 | 3.66 ± 0.42 |
3~6 | 3.95 ± 0.47 | 3.98 ± 0.38 | 3.70 ± 0.36 |
≥7 | 3.91 ± 0.44 | 3.98 ± 0.38 | 3.68 ± 0.32 |
Clinical practice experience | Yes | 3.93 ± 0.42 | 2.40 (0.019) | 3.97 ± 0.38 | 1.58 (0.115) | 3.69 ± 0.32 | 2.74 (0.007) |
No | 3.78 ± 0.52 | 3.91 ± 0.44 | 3.56 ± 0.36 |
Weeks of clinical practice experience | 0 | 3.78 ± 0.52 | 3.02 (0.051) | 3.87 ± 0.46 | 1.58 (0.208) | 3.56 ± 0.36 | 4.46 (0.013) a < c |
1~6 | 3.96 ± 0.40 | 3.93 ± 0.35 | 3.66 ± 0.29 |
≥7 | 3.91 ± 0.44 | 4.00 ± 0.41 | 3.73 ± 0.35 |
† Scheffé test; ‡ PBL, problem based learning.
3.4. Relationship beetween Metacognition, Communication Competence, and Problem-Solving Ability
There was a strong, significantly positive correlation between metacognition and problem-solving ability (r = 0.672, p < 0.001), and communication competence and problem-solving ability (r = 0.542, p < 0.001). There was also a strong, significantly positive correlation between metacognition and communication competence (r = 0.557, p < 0.001; Table 4 ).
Relationships between metacognition, communication competence, and problem-solving ability (N = 192).
Variables | Metacognition | Communication Competence | Problem-Solving Ability |
---|
r ( ) | r ( ) | r ( ) |
---|
Metacognition | 1 | | |
Communication competence | 0.557 (<0.001) | 1 | |
Problem-solving ability | 0.672 (<0.001) | 0.542 (<0.001) | 1 |
3.5. Factors Influencing Problem-Solving Ability
Among general characteristics, variables were converted into dummy variables as needed to confirm their effect on the problem-solving ability of nursing students (e.g., age, 23 years or older = 1; academic level, third year = 1; interpersonal relationships, very good = 1; satisfaction with major, more than satisfied = 1; the number of PBL experiences, 3–6 times = 1; and the number of training weeks, 7 weeks or more = 1). A hierarchical stepwise multiple regression analysis was then performed, inputting communication ability followed by metacognition, which were significantly correlated.
The Durbin–Watson value was 1.96 (close to 2), which confirmed that there was no autocorrelation between the independent variables. The variance inflation factor was 1.013 to 4.999; as all value were less than 10, there were no problems with multicollinearity between independent variables.
General characteristics that showed a significant difference with problem-solving ability in univariate analyses were first input to Model 1, namely age, academic level, interpersonal relationships, and satisfaction with major. This model explained 8.1% of the variance in problem-solving ability. When PBL experience and frequency, clinical practice, and number of weeks were added to Model 1 (Model 2), the variance explained was 12.5%, namely an increased of 4.4% compared to Model 1. When communication competence and metacognition were additionally added to Model 2 (Model 3), the variance explained was 51.2%, which is an increase of 38.7% compared to Model 2. Finally, age (β = 0.11, p = 0.048), communication competence (β = 0.24, p = 0.001), and metacognition (β = 0.52, p = 0.023) were significantly related to problem-solving ability. These variables exhibited an explanatory power of 51.2% (F = 21.01, p < 0.001) regarding job satisfaction; the most influential variable was metacognition ( Table 5 ).
Factors influencing problem-solving ability (N = 192).
Variables | Model 1 | Model 2 | Model 3 |
---|
B | β | t | B | β | t | B | β | t |
---|
Age (R = ≥23) | 0.13 | 0.16 | 2.29 * | 0.10 | 0.13 | 1.77 | 0.09 | 0.11 | 1.99 * |
Academic level (R = Junior) | −0.06 | −0.09 | −1.22 | −0.23 | −0.31 | −2.71 * | −0.12 | −0.17 | 1.91 |
Interpersonal relationships (R = Very good) | 0.16 | 0.17 | 2.41 * | 0.14 | 0.15 | 2.11 * | −0.19 | −0.02 | −0.33 |
Satisfaction with major (R = Satisfied) | 0.13 | 0.17 | 2.40 * | 0.11 | 0.15 | 2.10 * | −0.01 | −0.02 | −0.35 |
PBL experience | | | | −0.25 | −0.34 | −2.25 * | −0.09 | −0.11 | −1.01 |
Number of PBL experiences (R = 3–6) | | | | 0.14 | 0.19 | 1.66 | 0.14 | 0.18 | 2.13 * |
Clinical practice experience | | | | 0.11 | 0.16 | 1.16 | 0.11 | 0.16 | 1.16 |
Weeks of clinical practice experience (R = ≥7) | | | | −0.00 | −0.004 | −0.03 | 0.09 | 0.12 | −0.03 |
Communication competence | | | | | | | 0.19 | 0.24 | 3.42 * |
Metacognition | | | | | | | 0.38 | 0.52 | 8.22 * |
| Adj R = 0.081, F = 5.20, = 0.001 | Adj R = 0.125, F = 4.42, < 0.001 | Adj R = 0.512, F = 21.01, < 0.001 |
† Dummy variables; ‡ Reference; ¶ PBL, problem-based learning; * p < 0.05.
4. Discussion
In this study, the mean problem-solving ability score of nursing students was 3.63 out of 5, which is similar to the 3.56 points reported in a study targeting third- and fourth- year students in the department of nursing [ 24 ]. However, the current value is higher than the 3.44 points reported in a study targeting first- and second-year students [ 13 ]. Participants in these studies were nursing students in the second, third, and fourth years of study in this paper, in the third and fourth years in the study done by Kim et al. [ 24 ]; and in the first and second grades in the study by Ji et al. [ 13 ]. Problem-solving ability can be developed under the influence of various factors; those identified in previous studies include communication ability [ 13 ], critical thinking ability [ 12 , 25 ], metacognition [ 11 ], and self-directed learning [ 2 ]. These factors are continuously improved through various interpersonal relationships formed while learning and studying liberal arts and other major subjects, rather than existing as innate abilities [ 26 ]. Therefore, the degree of problem-solving ability was rather high in the study targeting the upper grades. Problem-solving ability in various unexpected situations is essential for working as a nurse [ 27 ]. In the current study, the problem-solving ability score of nursing students approximated the 72.6 percentile of the full 100-point scale. Although this score is relatively high, it is nevertheless necessary to improve problem-solving ability; given the nature of the nurse’s job, this ability represents a very important competency. Therefore, it is necessary to improve the problem-solving ability level of nursing students in Korea. The results of this study showed that factors affecting nursing students’ problem-solving ability were metacognition, communication competence, and age. It is necessary to establish a strategy that considers these factors to improve the problem-solving ability of nursing students.
The participants’ average metacognitive score was 3.86 out of 5, which was slightly higher than the 3.61 observed in a study conducted using the same tools for second-year nursing students [ 12 ]. While direct comparison using other tools is difficult, the metacognitive level of 72.3 obtained by Kim [ 28 ] for all grades in the nursing department was lower than the 77.2 points (out of 100 points) obtained in this study. According to Sternberg and Sternberg [ 29 ], the problem-solving phase includes problem identification, problem expression, strategy formulation, information construction, resource allocation, supervision, and evaluation. For health science students, metacognitive instruction has been shown to have a positive effect on students’ problem-solving ability and in improving academic achievement [ 30 ]. That is, metacognition is a key factor in predicting learning outcomes in the problem-solving domain [ 31 ]. These results were replicated in this study, which showed that a higher metacognitive level of nursing students indicated a significantly higher problem-solving ability. The subjects of this study were second-, third-, and fourth-year nursing students, and it is thought that their metacognitive level was improved compared to students in earlier phases of education, as a result of the curriculum of the nursing department. Educational programs and strategies to improve metacognition will be needed to improve the problem-solving ability of nursing students. The components of metacognition are thinking deeply in the planning stage, establishing possible strategies, undertaking regulating and monitoring activities to carry out the strategy, and revising and regulating to ensure that the solution is progressing in an appropriate direction to achieve the goal [ 32 ]. Therefore, a professor who instructs and checks nursing students is necessary to enable them to set their own goals in the curricular and non-curricular programs as they advance through the course, plan and implement strategies to achieve their goals through deep thinking, and conduct their own monitoring and control processes.
The average communication competence score of the subjects was 3.92 out of 5. Previous studies targeting students in various years of the course at the department of nursing found that the communication competence of nursing students also improved as they progressed through the course, with values reported of 3.58 points [ 33 ] and 3.56 points [ 34 ].
In previous studies, communication competence was a factor affecting nursing students’ problem-solving ability [ 13 ]. However, the current study is valuable because it additionally revealed that the level of problem-solving ability significantly increased according to the level of communication competence. Case-based education is suggested as a strategy to simultaneously improve communication competence and problem-solving skills in nursing student education [ 17 ]. This is because it is difficult to solve problems through integrative thinking and effective communication in a clinical environment, such as a hospital, with only theoretical knowledge of nursing subjects. Thus, the PBL method is applied to theoretical education in nursing colleges [ 35 , 36 ]. The results of this study showed that the presence or absence of PBL education had a significant effect on the problem-solving ability of nursing students; this ability improved when the PBL factor was added to Model 2. Therefore, it is necessary for nursing professors to practice and improve the communication competence of their students through case-based education in various subjects beginning in the first year to improve the problem-solving abilities of the students.
Additionally, the age of the subjects was also a factor influencing the problem-solving ability. Stewart, Cooper, and Moulding [ 37 ] reported that metacognitive levels increase with age. The study revealed that the communication competence of nursing students improved through various experiences [ 38 ]. Age may have had a similar influence.
Previous studies identified critical thinking disposition, empathy, nursing professional intuition, self-leadership [ 24 ], learning motivation [ 17 ], and communication competence [ 13 ] as examples of factors that affect nursing students’ problem-solving ability. However, this study demonstrated that metacognition also significantly affects the problem-solving ability of nursing students. In particular, metacognition and communication competence are considered key concepts, as they explained 51.2% of nursing students’ problem-solving ability. Therefore, it is necessary to consider and continuously apply educational strategies to improve metacognition and communication competence in the education of nursing students in the future.
This study is limited by the small number of nursing colleges that were included in the sampling, as this hinders the generalizability of the results.
5. Conclusions
This was a descriptive research study that identified the degree of and correlations between metacognition, communication competence, and problem-solving ability of nursing students, and identified factors that affect problem-solving ability. The results demonstrated that age, communication competence, and metacognition were the factors that most significantly affected the problem-solving ability of nursing students. Among these factors, metacognition had the greatest influence. Therefore, to improve the problem-solving ability of nursing students, an educational strategy is needed to improve communication competence through case-based learning in the curriculum, and development and application of activities such as PBL. In addition, the guidance of professors is needed to enable nursing students to improve their metacognition.
Since this study revealed that metacognition is a factor that influences the problem-solving ability of nursing students, we recommend conducting a study to check whether it affects actual problem-solving by developing and applying a metacognitive improvement curriculum in the future.
Acknowledgments
We would like to thank the nursing students who participated in the study.
Funding Statement
This study was supported by the research fund of Korean Bible University in 2021.
Author Contributions
Conceptualization, E.C. and J.J.; methodology, E.C. and J.J.; validation, E.C.; formal analysis, E.C.; investigation, E.C. and J.J.; resources, E.C. and J.J.; data curation, E.C.; writing—original draft preparation, E.C.; writing—review and editing, J.J.; supervision, E.C.; project administration, E.C. and J.J.; funding acquisition, E.C. All authors have read and agreed to the published version of the manuscript.
Institutional Review Board Statement
The study was conducted according to the guidelines of the Declaration of Helsinki and approved by the Institutional Review Board (or Ethics Committee) of Gangneung–Wonju National University (No. GWNUIRB-2022-1).
Informed Consent Statement
Informed consent was obtained from all subjects involved in the study.
Data Availability Statement
Conflicts of interest.
The authors declare no conflict of interest.
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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Critical Thinking
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In today’s dynamic and fast-paced world, critical thinking stands out as an essential competency, seamlessly bridging the gap between soft and hard skills . As we navigate complex challenges and make informed decisions, the ability to think critically enhances our overall skill set. Critical thinking stands at the core of effective decision-making and problem-solving in today’s complex world. It involves analyzing information, evaluating evidence, and considering multiple perspectives to make informed judgments. In a society flooded with information, the ability to think critically ensures that individuals can distinguish between credible sources and misinformation. It empowers people to approach challenges logically and creatively, fostering innovation and resilience. By honing critical thinking skills, individuals enhance their capacity to navigate personal and professional landscapes with clarity and confidence.
What is Critical Thinking?
Critical thinking is the process of actively and skillfully analyzing, evaluating, and synthesizing information gathered from various sources, including observations , experiences, and communication. It involves using logic and reasoning to identify connections, draw conclusions, and make informed decisions, while remaining open-minded and aware of potential biases.
Critical Thinking Examples
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- Analyzing News Reports : Evaluating the credibility of sources, checking for biases, and verifying facts before accepting news stories as true.
- Problem-Solving in the Workplace : Identifying the root cause of a problem, considering multiple solutions, and weighing the pros and cons before deciding on the best course of action.
- Scientific Research : Formulating hypotheses, designing experiments to test them, analyzing data objectively, and drawing conclusions based on evidence.
- Budgeting : Assessing income and expenses, prioritizing spending, and making informed decisions to stay within budget while saving for future needs.
- Reading Literature : Interpreting themes, symbols, and character motivations in a novel or poem, and considering how they relate to broader societal issues.
- Debating : Constructing logical arguments, anticipating counterarguments, and using evidence to support one’s position while also listening to and understanding opposing views.
- Medical Diagnosis : Doctors evaluating symptoms, considering possible conditions, ordering tests, and interpreting results to make accurate diagnoses and treatment plans.
- Educational Assessment : Teachers designing fair and effective assessments that measure student understanding and skills, and using the results to improve teaching strategies.
- Ethical Decision-Making : Weighing the moral implications of actions, considering the impact on stakeholders, and making choices that align with ethical principles.
- Legal Analysis : Lawyers analyzing case law, statutes, and evidence to build strong legal arguments and anticipate the strategies of opposing counsel.
- Marketing Strategy : Analyzing market trends, customer needs, and competitor actions to develop effective marketing campaigns that resonate with target audiences.
- Programming : Writing efficient code by understanding the problem, breaking it into smaller parts, and testing and debugging to ensure it works correctly.
- Urban Planning : Evaluating the needs of a community, considering environmental impact, and planning sustainable and functional urban spaces.
- Historical Analysis : Examining historical events, considering the context, and understanding the causes and effects while avoiding presentism (judging the past by today’s standards).
- Personal Decision-Making : Weighing the benefits and drawbacks of significant life choices, such as career changes or moving to a new city, and making decisions based on careful consideration and long-term goals.
For Students
- Activity : Organize debates on current events or controversial topics.
- Example : Have students debate the pros and cons of renewable energy sources versus fossil fuels.
- Activity : Present students with complex problems to solve in groups.
- Example : Task students with designing a plan to reduce plastic waste in their school.
- Activity : Analyze case studies relevant to their subjects.
- Example : In a business class, analyze a company’s decision-making process during a crisis.
- Activity : Conduct Socratic seminars where students discuss philosophical or ethical questions.
- Example : Discuss the ethical implications of artificial intelligence in society.
- Activity : Facilitate brainstorming sessions to generate creative solutions to problems.
- Example : Brainstorm ideas for a community service project to help local residents.
- Activity : Assign research projects requiring critical analysis of sources.
- Example : Research the impact of social media on teenage mental health and present findings.
- Activity : Engage students in role-playing exercises to explore different perspectives.
- Example : Role-play a historical event, with each student taking on the role of a key figure.
- Activity : Use logic puzzles and games to develop reasoning skills.
- Example : Solve Sudoku puzzles or play strategy games like chess.
- Activity : Encourage students to write reflectively about their learning experiences.
- Example : Write an essay on how their views on a topic have changed after a class discussion.
- Activity : Analyze the techniques used in advertisements to influence consumers.
- Example : Evaluate an advertisement’s claims and discuss the strategies used to persuade the audience.
In the Workplace
- Problem Solving : Analyzing the root cause of a recurring issue in production and developing a sustainable solution.
- Decision Making : Evaluating the pros and cons of two potential suppliers based on cost, quality, and reliability.
- Strategic Planning : Assessing market trends to develop a new product line that meets future consumer demands.
- Conflict Resolution : Mediating a disagreement between team members by understanding both perspectives and finding common ground.
- Process Improvement : Reviewing workflow inefficiencies and implementing new procedures to increase productivity.
- Risk Management : Identifying potential risks in a project and devising strategies to mitigate them.
- Customer Service : Addressing a customer complaint by understanding the underlying issue and providing a satisfactory resolution.
- Innovation : Brainstorming and evaluating new ideas for improving a product or service.
- Performance Evaluation : Analyzing employee performance data to provide constructive feedback and development plans.
- Budgeting : Reviewing and adjusting the department budget to ensure financial efficiency without compromising quality.
In the Classroom
- Critical Reading : Analyzing a text to understand the author’s argument, purpose, and use of evidence.
- Scientific Inquiry : Designing and conducting experiments to test hypotheses and draw conclusions based on data.
- Mathematical Problem Solving : Applying logical reasoning to solve complex math problems and explaining the solution process.
- Historical Analysis : Evaluating historical events and their impact from multiple perspectives.
- Debate : Constructing and defending arguments on various topics using evidence and reasoning.
- Project-Based Learning : Developing a research project by identifying a problem, gathering information, and presenting findings.
- Creative Writing : Critiquing peers’ work to provide constructive feedback and suggestions for improvement.
- Ethical Dilemmas : Discussing moral questions and justifying decisions based on ethical principles.
- Literary Analysis : Interpreting themes, symbols, and character development in literature.
- Collaborative Learning : Working in groups to solve problems, share ideas, and reach consensus.
In Everyday Life
- Financial Planning : Creating a budget to manage expenses, savings, and investments.
- Nutrition and Health : Analyzing dietary choices to improve overall health and wellness.
- Time Management : Prioritizing tasks and activities to make efficient use of time.
- Consumer Decisions : Comparing product reviews and prices before making a purchase.
- Home Maintenance : Troubleshooting and fixing household issues, such as plumbing or electrical problems.
- Travel Planning : Researching destinations, comparing travel options, and creating itineraries.
- Parenting : Making informed decisions about children’s education, health, and activities.
- Conflict Resolution : Resolving disputes with family or friends by understanding different viewpoints and finding compromises.
- Personal Development : Setting and pursuing personal goals, such as learning a new skill or improving fitness.
- Community Involvement : Analyzing community issues and participating in local initiatives to address them.
In Healthcare
- Diagnosis : Interpreting patient symptoms and medical history to diagnose conditions accurately.
- Treatment Planning : Developing individualized treatment plans based on patient needs and evidence-based practices.
- Ethical Decision-Making : Addressing ethical dilemmas in patient care, such as end-of-life decisions.
- Patient Communication : Explaining complex medical information to patients and families clearly and compassionately.
- Interdisciplinary Collaboration : Working with other healthcare professionals to provide comprehensive care.
- Medical Research : Designing and conducting research studies to advance medical knowledge and treatments.
- Healthcare Policy Analysis : Evaluating healthcare policies and their impact on patient care and outcomes.
- Clinical Judgment : Assessing and prioritizing patient care needs in emergency situations.
- Quality Improvement : Implementing strategies to improve patient safety and care quality.
- Continuing Education : Staying updated on medical advancements and integrating new knowledge into practice.
In Business
- Market Analysis : Evaluating market trends and consumer behavior to make informed business decisions.
- Strategic Planning : Developing long-term goals and strategies to achieve business objectives.
- Financial Management : Analyzing financial statements to make sound investment and budgeting decisions.
- Risk Assessment : Identifying and mitigating potential business risks.
- Negotiation : Using persuasive arguments and data to negotiate contracts and deals.
- Product Development : Assessing customer needs and market gaps to create new products.
- Customer Feedback Analysis : Collecting and analyzing customer feedback to improve products and services.
- Supply Chain Management : Optimizing supply chain processes to reduce costs and increase efficiency.
- Leadership : Making decisions that motivate and guide employees toward achieving company goals.
- Corporate Social Responsibility : Evaluating the social and environmental impact of business practices and implementing sustainable strategies.
- Research Projects : Conducting independent research, analyzing data, and presenting findings.
- Critical Essays : Writing essays that critically analyze texts, arguments, and ideas.
- Group Projects : Collaborating with classmates to complete assignments and solve problems.
- Class Discussions : Participating in discussions by presenting well-reasoned arguments and listening to others.
- Case Studies : Analyzing real-world scenarios to understand complex issues and propose solutions.
- Exam Preparation : Developing study plans and strategies to prepare for exams effectively.
- Internships : Applying classroom knowledge to real-world situations during internships and reflecting on experiences.
- Time Management : Balancing academic, social, and personal responsibilities.
- Library Research : Using library resources to find credible sources for research papers.
- Extracurricular Activities : Engaging in activities that develop leadership, teamwork, and problem-solving skills.
Critical Thinking scenarios
Here are some critical thinking scenarios along with questions and answers to help you practice and enhance your critical thinking skills:
Scenario 1: Workplace Conflict
Scenario: You are a manager at a company. Two of your team members, John and Lisa, have been having frequent disagreements. These conflicts are starting to affect the team’s productivity and morale.
- What steps would you take to address the conflict between John and Lisa?
- How would you ensure that the resolution is fair and satisfactory for both parties?
- What strategies would you implement to prevent similar conflicts in the future?
- Schedule a private meeting with John and Lisa to discuss the issue.
- Listen to both sides without taking sides to understand the root cause of the conflict.
- Facilitate a mediation session where both parties can express their concerns and work towards a resolution.
- Agree on specific actions that both parties will take to avoid future conflicts.
- Ensure that both John and Lisa feel heard and respected during the mediation process.
- Identify common ground and mutual interests to build a foundation for resolution.
- Set clear expectations and follow-up actions for both parties.
- Monitor the situation and provide support to ensure the conflict does not resurface.
- Foster an open and inclusive team culture where concerns can be raised early.
- Provide regular team-building activities to strengthen relationships.
- Implement conflict resolution training for all team members.
- Establish clear communication channels and protocols for addressing grievances.
Scenario 2: Ethical Dilemma
Scenario: You are a journalist working on a high-profile story. You discover that one of your sources has provided you with information that could harm their reputation if published. However, this information is crucial to your story and serves the public interest.
- What factors would you consider before deciding whether to publish the information?
- How would you balance the public interest with the potential harm to your source?
- What steps would you take to verify the accuracy of the information before publication?
- The significance of the information to the public interest.
- The potential consequences for the source if the information is published.
- The ethical guidelines and professional standards of journalism.
- Any possible legal implications of publishing the information.
- Evaluate whether the public’s right to know outweighs the potential harm to the source.
- Consider anonymizing the source or redacting sensitive details to protect their identity.
- Seek advice from colleagues or an ethics committee to make an informed decision.
- Cross-check the information with other reliable sources.
- Review any documentation or evidence provided by the source.
- Conduct interviews with other individuals who can corroborate the information.
- Ensure that the information is presented in context to avoid misrepresentation.
Scenario 3: Environmental Impact
Scenario: Your company is planning to build a new factory in a rural area. This project promises economic growth and job creation but also raises concerns about environmental impact and the displacement of local wildlife.
- What are the potential environmental impacts of the new factory?
- How would you address the concerns of the local community and environmental groups?
- What measures would you implement to minimize the environmental impact of the factory?
- Air and water pollution from factory emissions and waste.
- Habitat destruction and displacement of local wildlife.
- Increased traffic and noise pollution in the area.
- Strain on local resources such as water and energy.
- Organize community meetings to discuss the project and listen to concerns.
- Collaborate with environmental groups to assess the impact and find solutions.
- Provide transparent information about the factory’s operations and mitigation plans.
- Offer compensation or relocation assistance to affected residents if necessary.
- Implement eco-friendly technologies and practices to reduce emissions and waste.
- Develop a comprehensive environmental management plan.
- Create buffer zones and wildlife corridors to protect local habitats.
- Invest in renewable energy sources to power the factory.
- Improved Problem Solving: Critical thinking helps in analyzing problems systematically and making better decisions.
- Enhanced Communication: It allows for clear expression and understanding of ideas.
- Better Decision Making: Critical thinking leads to more informed and logical choices.
- Adaptability: It enables individuals to adapt to new situations and challenges effectively.
- Informed Opinions: Critical thinkers can form well-grounded opinions and defend them logically.
What are the critical thinking skills?
- Analysis: Breaking down complex information into smaller parts to understand it better.
- Interpretation: Understanding and explaining the meaning of information or an event.
- Inference: Drawing logical conclusions from available information.
- Evaluation: Assessing the credibility and relevance of information and arguments.
- Explanation: Clearly and concisely articulating your reasoning and evidence.
- Self-Regulation: Reflecting on and adjusting one’s own thought processes and biases.
Concepts of critical thinking
- Clarity: Ensuring that the information and arguments are clear and understandable.
- Accuracy: Ensuring that information is true and free from errors.
- Precision: Providing enough detail to understand the specific context.
- Relevance: Ensuring that information and arguments are directly related to the issue at hand.
- Depth: Addressing the complexities and underlying factors of an issue.
- Breadth: Considering different perspectives and alternatives.
- Logic: Ensuring that the reasoning is coherent and follows a logical sequence.
- Fairness: Being open-minded and impartial in evaluating information and arguments.
- Identify the Problem or Question: Clearly define what you are trying to solve or understand.
- Gather Information: Collect relevant data, evidence, and viewpoints.
- Analyze the Information: Break down the information to understand the relationships and implications.
- Evaluate the Evidence: Assess the quality, credibility, and relevance of the evidence.
- Formulate Conclusions: Draw reasoned conclusions based on the analysis and evaluation.
- Communicate the Conclusion: Clearly express your findings and reasoning.
- Reflect and Reassess: Continuously reflect on the process and outcomes to improve your critical thinking skills.
Basics of critical thinking
- Open-Mindedness: Being willing to consider new ideas and perspectives.
- Curiosity: Having a strong desire to learn and understand.
- Skepticism: Questioning the validity of information and not taking things at face value.
- Objectivity: Striving to remain unbiased and impartial.
- Rationality: Basing decisions on logical reasoning rather than emotions.
- Socratic Questioning: Asking a series of probing questions to explore complex ideas and uncover underlying assumptions.
- Mind Mapping: Visually organizing information to see connections and relationships.
- Brainstorming: Generating a wide range of ideas and solutions without immediate judgment.
- Role Playing: Considering different perspectives by imagining oneself in another person’s position.
- SWOT Analysis: Evaluating the strengths, weaknesses, opportunities, and threats related to a particular situation or decision.
- Thought Experiments: Imagining hypothetical scenarios to explore potential outcomes and implications.
How to Practice and Use Critical Thinking
The critical thinking process incorporates various other logical soft skills that will help you analyze and interpret all the information to create an informed decision. These soft skills include observational skills, problem-solving, communication skills, and analytical thinking. If you sharpen all of these elements and characteristics you will inadvertently enhance your critical thinking.
Step 1: Practice One’s Observational and Perception Skills
We use our senses to perceive the world around us, whether it would be sight, smell, a, and sensations. One should practice utilizing these senses to create logical inferences and deductions that will help out brain unconsciously absorb and analyze these types of information. The more one practices their senses the better their thinking process will be.
Step 2: Enhance One’s Problem-Solving Skills
Logic and problem-solving allow the person to deduce and connect information that the environment or circumstance presents to the said person. You need to practice your problem-solving skills via puzzles, logical reasoning tests, and ethical dilemmas. Practicing one’s problem-solving skills will allow the person to efficiently establish cause-and-effect reasoning or properly create logical decisions.
Step 3: Prepare and Practice One’s Communication Skills
Communication is a pivotal skill we often use when interacting with other people. This type of skill includes body language , assertive communication , concise language, and other communication skills. In critical thinking, a person must be able to properly communicate their thoughts and thinking process to other people, which will create a collaborative environment. Other times, the perfect solution might not be present without the need for communication.
Step 4: Practice Analysis of the Situation
One’s analytical thinking skills allow the person to take note of various elements and characteristics of the situation and analyze these elements’ contribution to the current situation or circumstance. You need to practice your analytical thinking to properly process the current situation or circumstance you find yourself in.
Why Do Employers Value Critical Thinking Skills?
Employers value critical thinking skills because they enable employees to analyze situations, make informed decisions, and solve problems effectively. Critical thinkers can evaluate information from various sources, identify logical connections, and foresee potential consequences, which leads to better strategic planning and innovation. These skills also enhance communication and collaboration, as critical thinkers can present their ideas clearly and consider different perspectives. Ultimately, critical thinking contributes to improved productivity, adaptability, and competitiveness in the workplace.
What is critical thinking?
Critical thinking involves analyzing and evaluating information to make reasoned, logical decisions, and judgments. It emphasizes evidence-based reasoning and problem-solving.
Why is critical thinking important?
Critical thinking enhances decision-making, problem-solving, and the ability to analyze complex situations. It is crucial for personal and professional growth.
How can I improve my critical thinking skills?
Improve critical thinking by questioning assumptions, seeking diverse perspectives, practicing problem-solving, and engaging in reflective thinking regularly.
What are the key components of critical thinking?
Key components include analysis, evaluation, inference, explanation, and self-regulation. These skills help in understanding and assessing arguments and evidence.
How does critical thinking benefit students?
Students benefit from critical thinking by improving academic performance, enhancing research skills, and fostering independent thinking and creativity.
What role does critical thinking play in the workplace?
In the workplace, critical thinking aids in decision-making, innovation, conflict resolution, and improving productivity and efficiency.
Can critical thinking be taught?
Yes, critical thinking can be taught through targeted educational programs, exercises, and practice that focus on developing analytical and evaluative skills.
What is an example of critical thinking in everyday life?
An example is evaluating news sources for credibility before accepting information as true. This involves analyzing evidence and assessing biases.
How does critical thinking relate to problem-solving?
Critical thinking is integral to problem-solving as it involves analyzing the problem, evaluating options, and making reasoned decisions based on evidence.
What are common barriers to critical thinking?
Common barriers include cognitive biases, emotional influences, lack of relevant information, and social pressures. Overcoming these requires awareness and deliberate practice.
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Nicholas McGowan, BSN, RN, CCRN, has been a critical care nurse for 10 years in neurological trauma nursing and cardiovascular and surgical intensive care. He defines critical thinking as "necessary for problem-solving and decision-making by healthcare providers.
The following are examples of attributes of excellent critical thinking skills in nursing. 1. The ability to interpret information: In nursing, the interpretation of patient data is an essential part of critical thinking. Nurses must determine the significance of vital signs, lab values, and data associated with physical assessment.
Problem-solving in nursing is the act of utilizing critical thinking and decision-making skills to identify, analyze, and address problems or challenges encountered by nurses in the healthcare setting. Problem-solving in nursing can be related to specific patient needs or may be related to staff issues.
In summary, critical thinking is an integral skill for nurses, allowing them to provide high-quality, patient-centered care by analyzing information, making informed decisions, and adapting their approaches as needed. It's a dynamic process that enhances clinical reasoning, problem-solving, and overall patient outcomes.
One example of critical thinking in nursing is interpreting these changes with an open mind. Make impartial decisions based on evidence rather than opinions. ... Problem-solving skills. Practicing your problem-solving skills can improve your critical-thinking skills. Analyze the problem, consider alternate solutions, and implement the most ...
Critical thinking in Nursing: Decision-making and Problem-solving WWW.RN.ORG® Reviewed December, 2021, Expires December, 2023 Provider Information and Specifics available on our Website Unauthorized Distribution Prohibited ©2021 RN.ORG®, S.A., RN.ORG®, LLC By Wanda Lockwood, RN, BA, MA The purpose of this course is to explain processes of
Critical thinking skills are fostered throughout a nurse's education, training, and career. These skills help nurses make informed decisions based on facts, data, and evidence to determine the best solution to a problem. Problem-Solving Examples in Nursing. To solve a problem, begin by identifying it. Then analyze the problem, formulate ...
Learning to provide safe and quality health care requires technical expertise, the ability to think critically, experience, and clinical judgment. The high-performance expectation of nurses is dependent upon the nurses' continual learning, professional accountability, independent and interdependent decisionmaking, and creative problem-solving abilities.
However, critical thinking goes beyond just solving problems. Critical thinking incorporates questioning and critiquing solutions to find the most effective one. For example, treating immediate symptoms may temporarily solve a problem, but determining the underlying cause of the symptoms is the key to effective long-term health.
Critical thinking is applied by nurses in the process of solving problems of patients and decision-making process with creativity to enhance the effect. It is an essential process for a safe, efficient and skillful nursing intervention. Critical thinking according to Scriven and Paul is the mental active process and subtle perception, analysis ...
Critical thinking is an integral part of nursing, especially in terms of professionalization and independent clinical decision-making. It is necessary to think critically to provide adequate, creative, and effective nursing care when making the right decisions for practices and care in the clinical setting and solving various ethical issues encountered.
Critical Thinking and Clinical Reasoning. Nurses make decisions while providing patient care by using critical thinking and clinical reasoning. Critical thinking is a broad term used in nursing that includes "reasoning about clinical issues such as teamwork, collaboration, and streamlining workflow." [1] Using critical thinking means that nurses take extra steps to maintain patient safety ...
24 Strategies to improve critical thinking skills in nursing. You may also want to check out: 15 Attitudes of Critical Thinking in Nursing (Explained W/ Examples) 1. Reflective Journaling: Delving into Deeper Understanding ... This approach cultivates a thorough and analytical approach to problem-solving. Example. After a medication error, a ...
Critical thinking is a complex, dynamic process formed by attitudes and strategic skills, with the aim of achieving a specific goal or objective. The attitudes, including the critical thinking attitudes, constitute an important part of the idea of good care, of the good professional. It could be said that they become a virtue of the nursing ...
Critical thinking in nursing is the ability to assess, analyze, and make informed decisions quickly and efficiently. It involves logical reasoning, problem-solving, and the ability to evaluate evidence to make sound clinical judgments. This skill is essential for nurses, especially in emergency situations where time and accuracy are of the essence.
In literature 'critical thinking' is often used, and perhaps confused, with problem-solving and clinical decision-making skills and clinical reasoning. In practice, problem-solving tends to focus on the identification and resolution of a problem, whilst critical thinking goes beyond this to incorporate asking skilled questions and ...
Lastly, we show that critical thinking constitutes a fundamental component in the research process, and can improve research competencies in nursing. We conclude that future research and actions must go further in the search for new evidence and open new horizons, to ensure a positive effect on clinical practice, patient health, student ...
Nurses are critical thinkers. The characteristic that distinguishes a professional nurse is cognitive rather than psychomotor ability. Nursing practice demands that practitioners display sound judgement and decision-making skills as critical thinking and clinical decision making is an essential component of nursing practice.
The truth is, that as nurses we can't escape critical thinking . . . I know you hate the word . . . but let me show you how it actually works! Critical Thinking and Nursing Care Plans Go Together Like Chicken and Waffles Critical Thinking in Nursing: Example 1. I had a patient that was scheduled to go to get a pacemaker placed at 0900.
Critical thinking/problem-solving skills should emphasize self-examination. It should teach an individual to accomplish this using a series of steps that progress in a logical fashion, stressing that critical thinking is a progression of logical thought, not an unguided process. Pedagogy.
One of the National Competencies of the Nursing Undergraduate Program is a nursing student's "use of lifelong learning, problem-solving and critical thinking skills". In this context, the student is expected that they will be able to think critically in nursing care, base nursing care on the problem-solving process, and operate the decision ...
Background The complex health system and challenging patient care environment require experienced nurses, especially those with high cognitive skills such as problem-solving, decision- making and critical thinking. Therefore, this study investigated the impact of social problem-solving training on nursing students' critical thinking and decision-making. Methods This study was quasi ...
Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and ...
Background. Problem solving involves recognizing the difference between the problem solver's current state and the goal state to be reached, and resolving the obstacles that prevent them from achieving the goal [].Acquiring problem-solving ability based on judgment and critical thinking is an important element of nursing education [].Furthermore, the use of effective problem-solving ...
In today's dynamic and fast-paced world, critical thinking stands out as an essential competency, seamlessly bridging the gap between soft and hard skills.As we navigate complex challenges and make informed decisions, the ability to think critically enhances our overall skill set. Critical thinking stands at the core of effective decision-making and problem-solving in today's complex world.