Assistant Professor (Dr Fink) and Associate Professor (Dr Martyn-Nemeth), Department of Biobehavioral Nursing Science, College of Nursing, University of Illinois Chicago.
Nurse Educ. 2023;48(3):125-130. doi: 10.1097/NNE.0000000000001324. Epub 2022 Nov 16.
Critical thinking is an essential nursing competency. Faculty can teach students how to think critically by emphasizing the connections between their philosophy and nursing curricula to ensure that students recognize the cognitive processes they use to make complex decisions.
The purpose of this article is to examine the definitions, history, and utility of philosophical perspectives that inform critical thinking. We explain several approaches: Socratic inquiry, syllogism, schematic cases, and symbolism.
We conducted a narrative review about educational approaches and their associated philosophies.
Philosophical awareness can enhance students' abilities to examine data, communicate ideas, evaluate diverse opinions, understand theories, and apply innovative solutions to problems they will encounter in clinical practice.
Clinical issue dialogues, dramatizations (that link philosophical and practical themes), self-reflection exercises, and case studies (that are less content-laden and more focused on nurses' theories and decision-making processes) represent important and innovative critical thinking skill-building exercises.
批判性思维是一项重要的护理能力。教师可以通过强调哲学与护理课程之间的联系来教导学生如何进行批判性思维，以确保学生认识到他们用于做出复杂决策的认知过程。
本文旨在探讨批判性思维的哲学观点的定义、历史和效用。我们解释了几种方法：苏格拉底式探究、三段论、示意性案例和象征主义。
我们对教育方法及其相关哲学进行了叙述性综述。
哲学意识可以提高学生检查数据、交流思想、评估不同意见、理解理论和应用创新解决方案的能力，这些能力将帮助他们应对临床实践中遇到的问题。
临床问题对话、戏剧化（将哲学和实践主题联系起来）、自我反思练习和案例研究（内容负担较小，更侧重于护士的理论和决策过程）代表了重要且创新的批判性思维技能培养练习。
