Critical thinking in pathophysiology
As failure to rescue and patient safety have been brought to the forefront of health care concerns, so has the awareness that a considerable number of graduate nurses are unable to critically think to make decisions about care and meet objectives (del Bueno, 2005 as cited by Lewis, 2017). There is an abundant amount of information regarding fostering critical thinking in nursing. However, it is evident that developing critical thinking is not enough. An understanding of pathophysiology is essential to success in nursing education. Therefore, it is suggested that critical thinking be encouraged in pathophysiology, generally a prerequisite course, when the foundation for nursing education is being established instead of to waiting to promote critical thinking in nursing curriculum. Additionally, several learning strategies suggestive to promote critical thinking are reviewed.
Keywords: Critical Thinking, Pathophysiology, Nursing Education
Heather Swinney. Critical thinking in pathophysiology. Acta Scientiae et Intellectus, 5(1)2019, 9-20.
- Benner, P., Hughes, R.G., Sutphen, M. (2008). Clinical reasoning, decision making, and action: Thinking critically and clinically. In R.G. Hughes( Ed.), Patient safety and quality: An evidence-based handbook for nurses. Rockville, MD: Agency for Healthcare Research and Quality (US. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK2643/
- Berger, S. (2008). A creative project to teach endocrinology pathophysiology. Nurse Educator, 33(1), 4. doi:10.1097/01.nne.0000299488.69754.d4
- Carvalho, E.C., Oliveira-Kumakura, A.R.S., & Morais, S.C.R.V. (2017). Clinical reasoning in nursing: Teaching strategies and assessment tools. Revista Brasileira de Enfermagem, 70(3), 662-668. https://dx.doi.org/10.1590/0034-7167-2016-0509
- Chan, Z.C. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today, 33(3), 236-240. doi:10.1016/j.nedt.2013.01.007
- Chen, J., Zhou, J., Sun, L., Wu, Q., Lu, H., & Tian, J. (2015). A new approach for laboratory exercise of pathophysiology in China based on student-centered learning. Advances in Physiology Education, 39(2), 116–119. Retrieved from http://glbvv001.enmu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1064193&site=eds-live&scope=site
- Cooper, K. (2014). Critical thinking in critical care. Journal of Education and Sociology, 5(2), 5-8. doi:10.7813/jes.2014/5-2/1
- Dias, J. A. A., David, H. M. S. L., & Vargens, O. M. C. (2016). Science, nursing and critical thinking - Epistemological reflections. Journal of Nursing UFPE / Revista de Enfermagem UFPE, 4(10), 3669–3675. https://doi.org/10.5205/reuol.9681-89824-1-ED.1004sup201619
- del Bueno, D. (2005). A crisis in critical thinking. Nursing education perspectives. 26(5). 278-82.
- Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report). Retrieved from https://philpapers.org / archive/FACCTA.pdf
- Finn, P. (2011). Critical thinking: Knowledge and skills for evidence-based practice. Language, Speech, and Hearing Services in Schools, 42, 69-72.
- Henriksen, E.J., Atwater, A.E., Delamere, N.A., & Dantzler, W.H. (2011). The physiology undergraduate major in the university of Arizona college of medicine: Past, present, and future. Advances in physiology education, 35(2), 103-9.
- Herron, E. K. (2017). New graduate nurses’ preparation for recognition and prevention of failure to rescue: A qualitative study. Journal of Clinical Nursing, 27(1), 390-401. doi:10.1111/jocn.14016
- King, A. (1993). From sage on the stage to guide on the side. College Teaching 41(1): 30–35. http://www.jstor.org/stable/27558571.
- Kowalczyk, N., Hackworth, R., & Case-Smith, J. (2012). Perceptions of the use of critical thinking teaching methods. Radiologic Technology, 83(3), 226–236. Retrieved from http://glbvv001.enmu.edu/login?url=https://search-ebscohost-com.glbvvproxy.enmu.edu/login.aspx?direct=true&db=ccm&AN=104630705&site=eds-live&scope=site
- Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S. Y.-S., Noble, D., Norton, C. A., … Hickey, N. (2010). The ‘five rights’ of clinical reasoning: An educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients. Nurse Education Today, 30(6), 515–520. https://doi.org/10.1016/j.nedt.2009.10.020
- Lewis, H. A. (2018). Big Ideas: Haiku to enhance student learning: Experiences from a pathophysiology classroom. Nurse Education Today, 60, 98–100. https://doi.org/10.1016/j.nedt.2017.09.018
- Magena, A., Chabeli, M. M. (2005). Strategies to overcome obstacles in the facilitation of critical thinking in nursing education. Nurse Education Today, 25(4), 291-298.
- Marcondes, F. K., Moura, M. J. C. S., Sanches, A., Costa, R., Oliveira de Lima, P., Groppo, F. C., … Montrezor, L. H. (2015). A puzzle used to teach the cardiac cycle. Advances in Physiology Education, 39(1), 27–31. Retrieved from http://glbvv001.enmu.edu/login?url=https://search-ebscohost-com.glbvvproxy.enmu.edu/login.aspx?direct=true&db=eric&AN=EJ1057720&site=eds-live&scope=site
- Monaghan, S.R., & Nicholson, S. (2017). Bringing escape room concepts to pathophysiology case studies. HAPS Educator, 21(2), 49-65. doi:10.21692/haps.2017.015
- Mushta, J., Rush, K. L., & Andersen, E. (2017). Failure to rescue as a nurse-sensitive indicator. Nursing Forum, 53(1), 84-92. doi:10.1111/nuf.12215
- Nappi, J. S. (2017). The importance of questioning in developing critical thinking skills. Delta Kappa Gamma Bulletin, 84(1), 30–41. Retrieved from http://glbvv001.enmu.edu/login?url=https://search-ebscohost-com.glbvvproxy.enmu.edu/login.aspx?direct=true&db=asn&AN=125223046&site=eds-live&scope=site
- Neary, M. (2010). Student as producer: A pedagogy for the avant-garde? Learning Exchange 1(1): 1–12. http://studentasproducer.lincoln.ac.uk/files/2014/03/15-72-1-pb-1.pdf
- Nelson, A. E. (2017). Methods faculty use to facilitate nursing students’ critical thinking. Teaching and Learning in Nursing, 12(1), 62–66. https://doi.org/10.1016/j.teln.2016.09.007
- Oyler, D. R., & Romanelli, F. (2014). The fact of ignorance revisiting the Socratic method as a tool for teaching critical thinking. American Journal of Pharmaceutical Education, 78(7), 1–9. Retrieved from http://glbvv001.enmu.edu/login?url=https://search-ebscohost-com.glbvvproxy.enmu.edu/login.aspx?direct=true&db=ccm&AN=103896661&site=eds-live&scope=site
- Papathanasiou, I., Kleisiaris, C., Fradelos, E., Kakou, K., & Kourkouta, L. (2014). Critical thinking: The development of an essential skill for nursing students. Acta Informatica Medica, 22(4), 283-296. doi:10.5455/aim.2014.22.283-286
- Paul, R., & Elder, L. (2007). Critical thinking: The art of Socratic questioning. Journal of Developmental Education, 31(1), 36. Retrieved from http://glbvv001.enmu.edu/login?url=https://search-ebscohost-com.glbvvproxy.enmu.edu/login.aspx?direct=true&db=edsjsr&AN=edsjsr.42775632&site=eds-live&scope=site
- Paul, R., & Elder, L. (2014). How to improve student learning: 30 practical ideas. Santa Rosa CA: Foundation for Critical Thinking. Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002
- Reilly, S., & Williams, D. (2017). Critical Thinking. Healthcare Purchasing News, 32-34. Rischer, K. (2018). How to strengthen & develop the critical thinking students require for practice. Retrieved from https://www.keithrn.com/2018/06/critical-thinking-2/
- Royse, M. A., & Newton, S. E. (2007). How gaming is used as an innovative strategy for nursing education. Nursing Education Perspectives (National League for Nursing), 28(5), 263–267. Retrieved from http://glbvv001.enmu.edu/login?url=https://search-ebscohost-com.glbvvproxy.enmu.edu/login.aspx?direct=true&db=asn&AN=26801383&site=eds-live&scope=site
- Saleh, S. M., Asi, Y. M., & Hamed, K. M. (2013). Effectiveness of integrating case studies in online and face-to-face instruction of pathophysiology: A comparative study. Advances in Physiology Education, 37(2), 201–206. Retrieved from http://glbvv001.enmu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1013488&site=eds-live&scope=site
- Scriven, M., & Paul, R. (n.d.). Defining critical thinking. Retrieved from www.criticalthinking.org/University/univclass/Defining.Html
- Shields, L., Purcell, C., Watson, R. (2011). It's not cricket: the ashes of nursing education. Nurse Education Today, 31(4), 314-316. http://dx.doi.org/10.1016/ j.nedt.2010.12.015
- Silbert-Flagg, J., Adams, T. K., Fava-Hochuli, J., Budhathoki, C., & Jordan, E. (2018). Results of a study on nursing students’ success in taking advanced level (Graduate) pathophysiology in their basic nursing program. Nurse Education Today, 68, 232–237. https://doi.org/10.1016/j.nedt.2018.06.016
- Stevens, R. (2015). Role-play and student engagement: Reflections from the classroom. Teaching in Higher Education, 20(5), 481–492. https://doi.org/10.1080/13562517.2015.1020778
- Story, L. (2018). Pathophysiology: A practical approach. Burlington, MA: Jones & Bartlett Learning.
- Vildirim, B., Ozkahraman, S., & Karabudak, S. S. (2011). The critical thinking teaching methods in nursing students. International Journal of Business and Social Science, 2(24), 174-182. Retrieved from http://ijbssnet.com/journals/Vol_2_No_24_Special_Issue_December_2011/19.pdf
- Webster, T. L. (2018). Promotion of critical thinking in students: An examination of current educational practices. Radiologic Science & Education, 23(2), 23–31. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130188919&site=ehost-live&scope=site
- Weiss, J. A. (2018). Creative gaming: A new approach to engage students in pathophysiology. Journal for Nurse Practitioners, 14(9), e177–e183. https://doi.org/10.1016/j.nurpra.2018.08.002
- Zarifsanaiey, N., Amini, M., & Saadat, F. (2016). A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies). BMC medical education, 16(1), 294-301. doi:10.1186/s12909-016-0812-0