1 Introduction
Nursing education has changed dramatically since Florence Nightingale asserted the importance of education and moral standards to fulfill the nurses role. Based on these criteria, selected candidates were trained under a formalized training program of nurses (Russel, 2000). In the years of Nightingales system, nursing education was taken at hospitalth based. However, it has been transferred into the higher education sector in the late of 20
century (Russel, 2000; Sutton, 1996). According to Hart (1985), this transfer was influenced by the increase of expectation of high quality nursing care, the changes role of women in society followed by economic efficiency, political reasons and the needs of trained staff. Regarding the purposes of higher education, Quinn (2000) outlines two aims of education for undergraduate program. Firstly, the specific aims related to particular subjects like nurse and midwifery. Secondly, general aims for all undergraduate programs such as development in communication skill, problem-solving, critical thinking and evaluation. For postgraduate level, students are directed to asses and evaluate their professional practice. p. 79. Furthermore, Adams (1999) states that nursing education has to develop students ability to make decisions and solve problems which are necessary in providing high quality nursing care which is safe and promotes wellness. Again, according to Adams (1999) these skills are rooted from critical thinking which builds skills in making decisions and solving problems. Therefore, within the transfer of nursing education into university, nurse educators have to create appropriate curriculum and develop innovative teaching strategies to facilitate students critical thinking skills in learning process (Bell, et.al 2002). Requirement to
integrate critical thinking in nursing education was asserted since the National League for Nursing Accreditation Commission and The Commission on Collegiate Nursing Education in US has asked nursing schools to develop students critical thinking ability (Billings and Hastead, 2005). There are various meaning of critical thinking that has been formulated by experts over the years (Myrick, 2002). Watson and Glaser (1980) define critical thinking as elements of attitudes, knowledge and skill which involve inference; acknowledge the assumptions, deduction, interpretation and evaluation of arguments. Meanwhile, Girot ( as quoted in Banning, 2006) state that critical thinking is a complex cognitive process requiring higher order thinking and application to decision-making in practice. Alfaro-LeFevre (1995) describes that critical thinking in nursing field including outcome-directed, purposeful thinking; promote nurses to not focus on assumption but make a decision based on evidence, built on scientific approaches and principles; and needs methods to maximize potentiality of human and compensate for difficulties that come from human nature. Moreover, Edwards (2007) identify five concepts that include in critical thinking that are crit ical, analysis, thinking, synthesis and creative. In addition, based on American Philosophical Association Delphi report on critical thinking in 1990, it was concluded that dispositional characteristics of critical thinking (affective) is needed to develop this skill. It includes inquisitiveness, open-mindedness, systematicity, analicity, truth seeking, self-confidence and maturity (Walker, 2003). Even though the definition of critical thinking is diverse, there is no doubt that this skill is essential in nursing education. (Profetto-McGrath, 2005; Koch and Speers,1997). However, the implementation of teaching method to enhance critical thinking has several challenges and difficulties that have to be encountered.
In order to explore the challenges and useful strategies to promote critical thinking, in the following essay, the challenges in developing critical thinking would be presented followed by several strategies to promote critical thinking in nursing education.
acknowledge that mostly, faculty use traditional model in teaching which mainly dominate by teacher. They claim that this model is not contributed to encourage critical thinking. The use of teacher-centered in learning has produced students who are passive in learning process, whereas, the ability to think critically will be growth when students engaged actively in learning process (DeMarco, Hayward and Lynch, 2002). It is one of challenges for nurse educators to create strategies that bring students into active learning style. In addition, based on my own experience in Indonesia, the use of one-way communication in teaching process is still common. May be, it is because the influence of culture where students hesitate to communicate with teachers who is considered have to be respected. It still influences attitude of students and relationship with teacher either in classroom or in clinical practice. On the other hand, nurse educators attitude have an important role in learning process. Mostly, teachers act in an authoritarian manner which is not conducive in learning environment, while to develop critical thinking, disclosure relationship and consider students as colleague are necessary.
expanded by finding reliable resources and employing relevant strategies to empower students. Another way to discover new strategies is by conducting some research in nursing education. The following are some innovative strategies to promote critical thinking based on a lot of research findings.
3.1.1 Questioning
Nurse educators can use various questioning methods that enhance students to analyze and synthesize the facts and concepts. Walker (2003) identify several words or sentence to start the questions including the use of word explain, compare, why, what is the best and why, which is the best solution, do you agree or disagree. Another type to encourage students thoughts is by asking students who do not raise their hand. Further, he suggests to not using questions which have only one point of view. Similarly, an ethnographic study conducted by Twibell, Ryan and Hermiz (2005) reveals that in clinical instructor use multiple questioning to encourage critical thinking. The use of series of simple question is considered more useful rather than a general question. Skill to create high-level questions to stimulate critical thinking needs to be learned either by educators or students. Further, Profetto-McGrath, et.al (2004) undertook a study of the type of questions asking by nurse educators and students a baccalaureate nursing program in Canada during first three
years of program. In this study they found that the type of questions was form low-level questions including knowledge, comprehension and application). They suggested that nurse educators and students should learn to formulate high-level questions that call for analysis, synthesis and evaluation.
Boman (2006) present that concept map is a general approach to elucidate the opinion about an issue into a visual form. Further, King and Shell (2002) state that concept mapping is a useful teaching approach to develop critical thinking and the main goal of concept mapping is to synthesize pertinent data. Then, they illustrate the process of mind mapping. For example, in clinical practice the reason for seeking help is arranged as the center of map. Then other important data such as nursing diagnoses, sign and symptoms, nursing intervention and other patients needs are clustered and linked to the center. With the identification of concept and diagram, students start to analyze the case and try to find other information and relationships between components in the diagram and concept. By filling the gaps in diagram, students begin to prepare a decision. Hicks-Moore (2005) reports that students showed that the use of concept maps were useful in preparing their clinical practice and it enhanced them to think critically. In the same way, faculty recognized that this strategy was valuable because it allowed faculty to insight the level of student understands and assisted faculty in assessing students performance. On the other hand, the process in constructing concept mapping is assumed time consuming, particularly when students have to prepare it for more than one patient. Yet, it become easier when this method is practiced continuously (Hicks-Moore, 2005).
(1996) describes that an issue in PBL is delivered before learning session by using videos, audio-tapes, a scenario or case notes. Tiwari et, al (2006) reports that students who were taught used PBL method had higher level of critical thinking disposition compared to students who attended lecture group. Moreover, students in PBL class felt that this method enhanced them to analyze problems, gain a critical methods to investigate data related to the issue and taught them work systematically. In addition, Quinn (2000) explains that PBL is more useful in computerassisted learning. Within the use of simulation and case method, students are motivated to formulate a set of care plan based on a basic data of patient in the computer. However, the implementation of PBL spends amount of time for creating problem situation, the exchanges roles between lecturer and students and students need clear explanation about the roles (Billings and Halstead, 2005).
4 Conclusion
Indeed, the ability to think critically is essential in nursing education and many efforts have been under taken by experts and scholars to develop it. Various strategies to promote critical thinking have been discovered by a number of researchers. However, there are a lot of constraints and challenges that requires our attention. The process to implement strategies to facilitate critical thinking needs time and hard works. The insight of concept of critical thinking is important and faculty which has the main role in developing critical thinking should provide relevant training for the nurse educators, create conducive learning environment and expand the curriculum that stimulate critical thinking for students.
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