Acquisition of Nursing Critical Thinking Skills Strategies

Acquisition of Nursing fine sen measurent Skills StrategiesAimsAims argon everyday statements of the pronounce educational intentions of the subject taught (Butt, 2006). The aims of the lesson atomic number 181. To bear nurse students with opportunities to acquire hyper vital thought abilities required for distinguishing genuine uncomplainings2. To en open students to moderate and implement the learnt critical opinion strategies learnt in wreakual get along with human patients.3. To extend opportunities for students to develop critical intellection skills and practice clinical decision-making with appropriate faculty guidance.4. To equip the students with the necessary assessment skills overlookd in identifying patient lines, analysing these problems in terms of their implications for the underlying disease b aubergees and psychosocial need, and taking actions to optimize the recovery situation.Learning ObjectivesLearning objectives are specific and measur suit adequate targets to be attained by students taught (Kerry, 2002). By the end of the lesson, the student shall be qualified to1. Recall cognition and facts learnt in class.2. Apply the comprehension thinking to express and leaven the relationship among tuition.3. Apply the concept discipline new theoretical situation to arrive at correct answer.4. Apply the analysis in breaking problems into comp unmatchednts and examine the components to establish trends and evidence generalization.5. Present items or thoughts unneurotic in new ways-synthesis.6. Evaluate arguments for validity or relative charge of a view point or process based on established criteria. breeding PhilosophyThe command philosophy for lessons is derived from social and situational theories that adjust focus on relationships and interaction between exclusives as basis for cultivation process (International Conference on Innovation and Entrepreneurship, Worasinchai Ribiere, 2014). The theories hold that st udents must require in meaningful argueions and conversation with one an nearly some other in distinguish to learn from them. I hold the view that students learn best from their comrades. Consequently, peer education shall be done in every principle seance. Teaching Strategies Teaching strategies are methods and processes the teacher purposes to engage student and facilitate the skill process (Programme for International Student Assessment., Organisation for Economic Co-operation and Development. 2010). These strategies are surfacelined below. 1. Peer learn. Peer learning is a learning strategy that entails students learning from themselves in pairs or groups (Frankland, 2007). For peer learning section, the teacher shall group students and provide task for each group to perform. Peers shall together to set up a support network for group learning and support. 2. Observation and feedback. The teacher provides clear, honest, particular and objective feedback on the lea rners performance so they may identify areas in need of improvement or levels of achievement. 3. consequence Demonstration is a type of learning that involves exhibition and explanation of the concept, process, procedure, idea or experiment (Sankaranarayanan Sindhu, 2012). A student will be allocated to perform as a patient with a scenario, and the students will talk to him while he answers them.4. Reflection.Reflection involves careful consideration of concepts, ideas, knowledge, beliefs, processes and information on the basis of its set forth and conclusions that supports it (Suqerman, 2000). Time to influence sense of things will be given(p) aft(prenominal) the performance of the human stimulator to make sense of everything. 5. Lecture A crucify is a method of instruction that involves the insertion of the subject through lecture (Jarvis, 1995). The teacher will explain various concepts in class. Lecture clock shall be used by the teacher to teach students ab let out the proposition for the session. 6. PowerPoint Presentation The teacher will make a short presentation to introduce the topic and key issues. Procedure The teacher makes a 15 minute PowerPoint presentation followed by a 15 proceeding pre-test (multiple answer questions) given to students. Session begins, each having 120 minutes 1. The teacher gives a 15min lecture to students.2. 15 minutes pre-test given to students (7 multiple answer questions). 3. instructor asks one student to pretend as patient and the rest of students as the student question. The ostensorium and practice on human stimulator as patient last for 20 min. 4. Students can ask reflection questions on the materialisation for 10 min. 5. Students give 10 min break. 6. Students placed in groups and asked to discuss the concept learnt with their peers for 20 min. 7. The teacher gives students observation feedback for 15 min.8. 15 minutes post-test given to students (5 multiple answer question).RationaleCritical thinki ng is an demand skill learnt by students studying to become nurses. It is defined as a process of intellectually and actively conceptualizing, use, analysing, synthesizing and assessing information to guide action or belief (Higgs, 2008). Critical thinking is based on intellectual competencies such as clarity, accuracy, breadth and precision and logic (White, Duncan Baumie, 2013). Nurses use critical thinking skills to apply model and theories learnt in their studies to patients (Cody Kenney, 2006). Nurses are required to make hearty-reasoned clinical decisions derived from reflection and critical thinking. To this end, they are taught critical thinking strategies equip them with skills necessary to make decisions reasoning. Critical thinking enables the nurses to establish the needs of patients and make a decision on the most appropriate nursing action to labor (Brunner Smeltzer, 2010). Some nursing schools offer critical thinking course of action as a separate unit requir ement. Others integrate its concepts in other link up course subjects. Irrespective of how nursing schools approach the instruct of critical thinking skills, it remains authorized in nursing practice. Critical thinking correspond to Watson and Glaser has three elements. These elements are skills, knowledge and attitude (Hersen Thomas, 2003). A critical head must be motivated to look at the problem and figure solutions to it. He or she must to a fault score good taste and knowledge of the problem (Bradshaw Lowenstein, 2011). More importantly the psyche must stand the appropriate skill to apply and knowledge to resolve problems (Andrea, 2009). Nurses are confronted by problems that often need quick and appropriate solutions. For instance, a nurse is expected to make a decision on whether to call a mendelevium or ignore when the patient conditions deteriorates. His or her decision can both save the patients life or lead to death. Hence, they require training on critical sk ills to equip them with abilities to make independent persuasion and assessment patients conditions (Lyer, 2006). Nurses apply critical thinking skills in various aspects of their work. In assessment, nurses use critical skills to gather relevant data from patients through interview, observation or from records (Comer, 2005). They must withal have critical thinking skills to differentiate important from non-important data and validate the data using other data sources. In diagnosis, they use the skills to organize data into patterns, establish a relationship between data and make a likeness between patterns and theories (Wilkinson, 1996). Again, the skills are used to explore individual assumptions on patients conditions and make a judgment on patients health concern and explain those concerns to the clients. In planning, critical thinking skills are used to identify patients concerns, find out desired health outcome and choose satisfactory intervention. On the other hand, in t he implementation, nurses use the skills execute interventions make comparison of baseline data and prevailing status. The teaching plan for the delivering the topic Strategies for the Acquisition of Nursing Critical Thinking Skills, Incorporates entrenched teaching practices and learning theories. The teaching plan is more students centred. Student-centred learning set apart emphasis on discovery of knowledge as opposed to passing information (Cook Sittler, 2008). Only 50 minutes out of 120 session minutes are dedicated for teachers active interest group in class. The remaining duration is taken up by student-centred teaching methods that include peer teaching, demonstration, and reflection. These student centred methods of teaching support social learning theories that focus on peer learning as most suitable method of acquiring knowledge. Given that the program involves the development critical thinking skills, students can learn better by applying what they have learnt by i nteracting with peers. The demonstration part of the teaching gives the student opportunity to identify a problem and use learnt skills to solve it. They are expected to extract useful information from the patient and use it to visualise the patients concerns. These tasks require critical thinking skills. The course content for teaching critical thinking skills is very elaborate. It encompasses key areas of learning that include the development of critical thinking skills and characteristics of a thinker. Besides, the learning outcomes have all been considered in the development of the teaching plan. Consequently, the plan meets the key requirement of teaching plans. Teaching plans have aims, procedure and resources (Mariotti, 2009). This information is captured in the usher and it relates to the main topic. Apart from course content, on that point are sections of the plan that are to provide information on situational factors that may have effects on the learning critical think ing skills. These sections include learners entry level and exceptional needs.Reflection in actionReflection is a philosophical accord of how one can pick up learning through jazz and use distinctive methodologies to the same situation (Nairn et al. 2012). It is alike the persistent process of active thinking and putting into consideration the supporting evidence that forms knowledge to a given scenario. Critical reflection is facilitated by a persons mind and emotions. According to Vachon and Leblanc (2011), meditative practitioners are characterised by open-mindedness, altogether heartedness and responsibility. Reflection prior to action is essential for impacting learning and teaching because it allows for the teaching plan to issue for individual learners based on theoretical conceptualisations of their needs and interests. I was, therefore, prepared to meet the students, interested and motivated to learn how to apply critical thinking in the field of nursing correctly. I also anticipated that the use of a variety of teaching strategies such as PowerPoint presentation, discussion questions, a brief demonstration, group work and group discussions would cater for the different learning styles of the participants. For the teaching and learning process to conform to how critical thinking is practised, I therefore saw it very vital to transfigure strategies and approaches during the presentation to meet demands that were not catered for in the planning phase. In delivering the lecture, I was quite confident as I have worked as a clinical nurse in hospital for three years, giving students necessary skills for working in a lab area, hospital or other working environment. The allotted epoch for my lecture was 15 minutes, but my teaching plan was structured to cover a slightly longer time frame. I, therefore, had to make a decision to adjust some of the strategies and to approach some aspects of the lesson differently from what was outlined in the teaching plan.To get word that students soundless healthful this concept, I took the initiative of not following the teaching plan as initially outlined. The PowerPoint presentation was the first to be presented. However, there was no generous time for questions from the students, as well as discussion accordingly illuminance of the unclear concept, was not successful. I went on to demonstrate the procedure of acquiring critical thinking while repeating the initial PowerPoint presentation. This demonstration helped to straighten out any concerns the participants would have had from the initial presentation. This is because they had a chance to view the step by step procedure. My experience facilitated the quick movement through the procedure without neglecting relevant expound and therefore the students were able to understand the process. I gave each student the opportunity to demonstrate the procedure. Each student constructed a checklist which he or she would use to perform the procedure. Thereafter, each student demonstrated the procedure while one of the other students explained to the students what was being done. The modifications I make to the teaching plan were important because they met the stated objectives within a given timeframe. The reflective process that I followed in order to make the adjustments was essential, and is terms as reflection in action (Ely Scott, 2007).Feedback played a key role in the process. From the comments made by the students in their fifteen-minute post-test, I believe that the process of reflection was successful. Although there were constraints such as non-adherence to the teaching plan and time shortage, the objectives of the teaching session were successfully met. The students reported that they got an understanding of how to perform the procedure, the steps to follow and the order in which those steps are followed. In addition to the students reporting that they are able to understand the procedure, I was able to e stimate how well they understand the procedure based on the demonstration and narration that they exhibited. During each demonstration, I observed the student performing the procedure, and whenever a mistake was being made, I quickly pointed it out so that the correction could be made immediately. With these corrections, they were able to understand the procedure even better. The students themselves were able to reflect in action, uncover that in any learning situation all parties have to be actively involved in reflecting on and modifying practice (Rubenfeld Scheffer, 2010). In general, the teaching session was a decent experience for me. I discovered that in conveying teaching sessions, the instructor must consider the needs of the understudies and that their individual learning styles must put into consideration.Outcome criteriaThe outcome criteria are some other important process in nursing. In this process, what nurses have been learning and practicing is put into practice. To accomplish the objective of this process, the students demonstrated knowledge of the performance procedures, risks and precautions related to skill of critical thinking in nursing by producing a ten-minute reflective paper, earnestly taking part in group discussions , airing their views, plan of attack up with reflective questions and comments, teaming up in the making of an itemized informative order of business on the most proficient method to perform the process and doing a demonstration of the technique.Evaluation of teachingAmid this stage, I measured how well the students had understood the procedure. The key purpose of this stage was to gather information to assess the nursing consideration. The stage is simultaneous or on-going on the grounds that I assessed and colonized on a choice amid the usage period by the students of the methodology. integrity of the key exercises that I carried out at this stage was to measure the attainment of the objective of goal and the m odification of the teaching plan because I frame out that it did not achieve the objectives (Bradshaw Lowenstein, 2011).To ensure that the evaluation process was successful, I issued the students with post-test sixth week of the teaching session. The post-test comprised a fifteen minute questionnaire where they had to check in the boxes next to what was useful to them during the session. Moreover, by completing the questionnaire, I was able to see that the teaching session was successful because it met the criteria that all the notes that I had given them were relevant. Moreover, I ascertain that the procedure for acquiring critical thinking was well described and performed satisfactorily. Interviewing was also another criterion that I used to evaluate the teaching session. After interviewing the students, they verbalize that they had gained a vast knowledge in the field of nursing especially in the application of critical thinking. They also said that through the demonstration and presentations in the class, they were able to gain a lot of knowledge that they would apply in their future career.I also picked two students who expressed a high level of performance as well as two who expressed a low level of performance and learning. I asked them to explain to me their views pertaining to the session, and they had different ideas. The high performing students said that the session went smoothly and that the objectives were successfully met. However, the other two students had some complaints. These complaints act as the basis for future recommendation in my teaching sessions. The students complained of inadequateness of time for discussion. This was quite a challenge because some students were not able to hear from each and every member of their group. This triggers me to allocate enough time in my next teaching session to avoid the issue of time constraint. The students also suggested that not all learning materials were available for the session hence reco mmended that in my next session that I ensure that they are in a capacity to access the internet.They also recommended that to ensure they are in a capacity to meet their learning objectives well they should be taken to a hospital setup where they can observe how the skill is applied. In summation, in my next lecture, I will evaluate of the entire learning session in the form of peer review. Here, I will ensure that the students make comments on each others procedure, commending good techniques and foreground errors or oversights. I will also make appropriate general comments on the students performance of the procedure by making any come along clarifications. Finally, I will require the students to complete a feedback evaluation of the lesson.