Assessing & Promoting Critical Thinking

Promoting and AssessingCritical Thinking

Critical Thinking vs. Other Concepts

Ways that Inhibit Critical Thinking

Strategies that Enhance Critical Thinking

ConclusionDefine critical thinking.

Know whether it is discipline specific or a “generic” skill.

Know how to develop critical thinking.

Learn how to enhance it via learning experiences.

Know different approaches in measuring critical thinking.

PROMOTING AND ASSESSING Critical ThinkingIntroductionDraw upon one’s knowledge base in nursing & related sciencesPerform a myriad of psychomotor skillsInteract effectively with individuals and groups

Additional Abilities that Nurses NeedWork collaboratively with an interdisciplinary team

Provide evidence to support one’s actions

Document clearly and comprehensivelyAdditional Abilities that Nurses NeedProvide leadership that leads to positive change

Be unwilling to merely accept the status quo or tradition

Connect ideas in unique waysAdditional Abilities that Nurses NeedEngage in dialogue with individuals and groups

Manage conflicting information

Have a questioning mindAdditional Abilities that Nurses NeedMake decisions despite gaps in information and knowledge

Have a “spirit of inquiry”

Contribute to nursing science development

Be reflective and contemplativeAdditional Abilities that Nurses NeedBe open to new perspectives, interpretations, and alternatives

Think criticallyOne of the bodies that accredit nursing education programs which requires critical thinking be an outcome of nursing education programs and that faculty document the student’s ability in this area.

PROMOTING AND ASSESSING Critical ThinkingdefinitionA. Dressel and Mayhew (1954)

“Ability to define a problem, select pertinent information needed to solve the problem, recognize stated and unstated assumptions, formulate or select relevant and promising hypotheses, draw valid conclusions, and judge the validity of inferences.”

PROMOTING AND ASSESSING Critical ThinkingdefinitionDressel and Mayhew (1954)Watson and Glacer (1964)

“A composite of attitudes of inquiry; knowledge of the nature of valid inferences, abstractions, and generalizations; and skills in employing and applying these attitudes and knowledge.”

Involves one’s frame of mind or attitudeIt is a perspective through which one views all situations; not merely a “collection” of skills

PROMOTING AND ASSESSING Critical ThinkingdefinitionDressel and Mayhew (1954)Watson and Glacer (1964)Sandra DeYoung (1995)

“Critical thinking is using the powers of the mind to view the world and to act in a discerning way. It includes having a questioning attitude, examining underlying assumptions, and considering the validity of alternative solutions in order to make reasoned judgments that are sensitive to context.”

PROMOTING AND ASSESSING Critical ThinkingdefinitionDressel and Mayhew (1954)Watson and Glacer (1964)Sandra DeYoung (1995)Fairfield University

Critical thinking is a way of interactingwith the world that is reflective, open and generative.

“Interacting with the world”Engaging with ideas and people

Appreciating contextual influences

Being broad, not narrow“Interacting with the world”Being aware of one’s own values

Tolerates ambiguity & uncertainty

No tunnel vision“Reflective”Sound knowledge base

Examining assumptions“Reflective”Being insightful

Drawing well-founded conclusions

Continuously looking at and investigating ideas & perspectives“Open”Flexible and open to new ideas

Having intellectual curiosity“Open”Continually rethinking issues, perspectives, points of view“Generative”Creating new ideas

Willing to grow and to take risks

Initiates changeAnalysis ofOther definitions A critical thinking is nonbiased, reasoned and truth orientedCritical thinking involves making judgmentsThinking is critical if it holds up to certain evaluative criteria

Analysis ofOther definitionsd) Critical thinking is tied to a belief of action e) Critical thinking is a “spirit”, an attitude, or an inclination to think about one’s thinking

Richard Paul (1993)“Aspects of Critical Thinking”Summarized the concept of critical thinking by identifying a number of aspects of it.

Richard Paul “Intellectual Standards for Disciplining the Mind”Criteria to judge whether a person’s thinking is critical.

Richard Paul “Intellectual Standards for Disciplining the Mind”“Critical” thinking is precise, deep, logical, relevant, accurate & significant.

Critical thinkingIdentify and evaluate our assumptions

Consider multiple perspectives

Make decisions and commitmentsCritical thinkingConsider the consequences of our decisions

Justify our beliefs and actions

Willing to modify our beliefs and actionsPROMOTING AND ASSESSING Critical ThinkingdefinitionDressel and Mayhew (1954)Watson and Glacer (1964)Sandra DeYoung (1995)Fairfield UniversityEnnis, Facione, Hager, Norris, etc.

“Critical thinking skills are generic, there is nothing different between critical thinking in one situation and critical thinking in another situation.”

PROMOTING AND ASSESSING Critical ThinkingdefinitionDressel and Mayhew (1954)Watson and Glacer (1964)Sandra DeYoung (1995)Fairfield UniversityEnnis, Facione, Hager, Norris, etc.Barrow, McPeck

“Knowledge of a subject is a necessary condition for critical thinking in an area. There are different skills for different circumstances. Knowledge is a necessary condition for critical thinking and critical thinking is subjectspecific.”

PROMOTING AND ASSESSING Critical ThinkingdefinitionDressel and Mayhew (1954)Watson and Glacer (1964)Sandra DeYoung (1995)Fairfield UniversityEnnis, Facione, Hager, Norris, etc.Barrow, McPeckNational League of Nursing

“Critical thinking in nursing practice is a discipline specific, reflective reasoning process that guides a nurse in generating, implementing, and evaluating approaches for dealing with client care and professional concerns.”

“We don’t have to make human beings smart. They are born smart. All we have to do is to stop doing things that make them stupid.”

PROMOTING AND ASSESSING Critical ThinkingWhat Inhibits it?1. Students only learn if they hear it from us.

SITUATIONLectures are structured in a way where students have no questions to askRESULTStudents do not have to “struggle” to comprehend the materialSITUATIONComplicated materials are structured in an organized mannerRESULTStudents think clinical situations are not as complex as they may seemPROMOTING AND ASSESSING Critical ThinkingWhat Inhibits it?Students only learn if they hear it from us.Expectation of perfection& reinforcement of status quo

SITUATIONFaculty assumes students do not know how to problem solve or think criticallyRESULTStudents end up being spoon-fed and not thinking independently how to solve a problemSITUATION“Mistakes are bad, costly and avoided”RESULTStudents are discouraged from taking their first steps from which they could learn a lot in case they get it wrong the first timeSITUATION“There is single best way to solve a problem”RESULTLearning becomes too objective for the students and they are discouraged to explore some optionsSITUATION“Certainty is good, faculty know best”RESULTDiminishes student’s confidence in the way they think and decreases the value of the options they think of when they problem solvePROMOTING AND ASSESSING Critical ThinkingWhat Inhibits it?Students only learn if they hear it from us.Expectation of perfection& reinforcement of status quoDesire to finish the coverage

SITUATIONLecture format is used more often than it shouldRESULTReduces the students to “little more than background”SITUATIONNot overcoming the “addiction to coverage”RESULTThe professor who dictates, the students who reiterate, the talkingteacher and the quietstudentSITUATIONTeachers cram facts and information to learnersRESULTStudents do not have enough time to truly understand what they are learning

PROMOTING AND ASSESSING Critical ThinkingWhat Inhibits it?Students only learn if they hear it from us.Expectation of perfection& reinforcement of status quoDesire to finish the coverageStructure of nursing curricula

SITUATIONCourse is preselected; sequencing is scriptedRESULTStudents fail to think why they enrol the courses and to make choices from among alternativesPROMOTING AND ASSESSING Critical ThinkingWhat Inhibits it?Students only learn if they hear it from us.Expectation of perfection& reinforcement of status quoDesire to finish the coverageStructure of nursing curriculaAssignments given to students

SITUATIONQuestion with low level of complexity and assignments with precise guidelinesRESULTLearners do not have to thinkPROMOTING AND ASSESSING Critical ThinkingWhat Inhibits it?Students only learn if they hear it from us.Expectation of perfection& reinforcement of status quoDesire to finish the coverageStructure of nursing curriculaAssignments given to studentsManner of clinical teaching

SITUATIONPreceptors always take responsibility of making the students’ assignmentsRESULTLearners are not challenged to thinkInhibiting Critical ThinkingAdvantagesTakes the messiness out of itNo questions for students to askSaves timeDisadvantagesCritical thinking is not promotedFalse impression that clinical situations are not as complex or difficult as they are

PROMOTING AND ASSESSING Critical ThinkingWhat Inhibits it?Students only learn if they hear it from us.Expectation of perfection& reinforcement of status quoDesire to finish the coverageStructure of nursing curriculaAssignments given to studentsManner of clinical teaching

PROMOTING AND ASSESSING Critical ThinkingVs. other conceptsProblem solving

Problem SolvingUses knowledge and experience to address an immediate problemsVCritical Thinking

Problem SolvingA correct answer exists; only limited approaches will worksVCritical Thinking

Problem SolvingLong term perspective is not necessarily takensVCritical ThinkingReasoning about “open-ended” and ill-structured problemsProblem SolvingLong term perspective is not necessarily takensVCritical ThinkingOn contrary, it operates all the timePROMOTING AND ASSESSING Critical ThinkingVs. other conceptsProblem solvingScientific method

Scientific MethodLinear, objective approach in problem solvingsVCritical Thinking

Scientific MethodOne is expected to minimize bias and involvement in the situationsVCritical ThinkingReflective, involves “personal investment”, nonlinearScientific MethodOne is expected to minimize bias and involvement in the situationsVCritical ThinkingIt does not focus on solving a problem or answering a questionPROMOTING AND ASSESSING Critical ThinkingVs. other conceptsProblem solvingScientific methodNursing process

Nursing ProcessA systematic linear approachsVCritical Thinking

Nursing ProcessIncludes assessing situations, outlining plans, taking action, & evaluating resultssVCritical ThinkingNo “steps” to follow, not linear, not specific to clinical situation, does not need an actionPROMOTING AND ASSESSING Critical ThinkingVs. other conceptsProblem solvingScientific methodNursing processCognitive development

Cognitive DevelopmentHow individuals reason and view knowledgesVCritical Thinking

Cognitive DevelopmentHow they manage diversity of opinion and conflicting points of viewsVCritical Thinking

Cognitive DevelopmentHow individuals relate to the authorities as they come to know and understandsVCritical ThinkingNot focused on the nature of knowledge and relationships with the authorityCognitive DevelopmentHow individuals relate to the authorities as they come to know and understandsVCritical ThinkingA narrower conceptPROMOTING AND ASSESSING Critical ThinkingVs. other conceptsProblem solvingScientific methodNursing processCognitive developmentCreativity

CreativityImagination & spontaneity; artistic & free; original; intuitive; results to a novel productsVCritical ThinkingLogical, analytical & judgmental; no finished product (at first); evaluates the product’s worthPROMOTING AND ASSESSING Critical ThinkingVs. other conceptsProblem solvingScientific methodNursing processCognitive developmentCreativity

Teachers and learners alike view learning as a shared responsibility. It is the educator’sresponsibilityto create an environment that supports this concept.

Teachers become mentorsand facilitators.

They “push” and challengelearners while supporting them.

Egalitarianand democraticenvironment – learners feel empowered and share in the control of their learning process.

Doing less lecturing.PROMOTING AND ASSESSING Critical ThinkingEnhancing itDiscussion

DiscussionLecture should be limited to a small percentage of the class time

That means: depth of understanding > breadth of contentOnly the most significant concepts are addressed

From straight lecture to lecture w/ comments and questionsDiscussionThe teacher role models critical thinking

Answers the question only when the students are unable to do so

A more effective strategy is when students think through the question they askDiscussionUsing this as a learning strategy is unpredictable

It may turn the classroom in to “a relatively chaotic affair” but it is a “controlled chaos”

Some answers of the students need to be corrected

Teachers give up control so students discover flaws in their thinkingDiscussionDiscussion actively holds the student’s thoughts more than lecture does

Irrelevant and passive thoughts occur more frequently with lecture

Discussion can be most effective in promoting student’s critical thinkingPROMOTING AND ASSESSING Critical ThinkingEnhancing itDiscussionText Interaction

Text InteractionThink critically about what they are reading & comparing it with other things they have read or experienced

Interact with the readings prior to classText InteractionRaise questions about what is presented

Note assumptions that are being made

Point out conflicting information

Recognizing unsupported conclusions

Note questions unanswered by the textText InteractionText interaction helps students think about what they are reading

Students eventually develop a questioning attitude or a spirit of inquiryPROMOTING AND ASSESSING Critical ThinkingEnhancing itDiscussionText InteractionAsking Effective Questions

Effective QuestioningAsking factual questions

Asking questions with many answers

Neither of these two methods of questioning stimulates the student’s use of critical thinking

Questions should be one notch higherEffective QuestioningQuestions with reasoned responses

Questions that help student to explore and understand various points of viewEffective QuestioningProbe thinking or clarity

Hold individuals accountable of their thinking

Questions that move learners from mere enactment of the nursing role to the internalization of questions they need to ask themselvesSocratic Questioning

1. Socratic QuestioningAll thoughts are treated as if they are in need of further development no matter how reflective they may be.

Comments and questions are questioned back

Seek to understand the ultimate foundation of what is said1. Socratic QuestioningConceptual Clarification Questions

Get them to think more about what exactly they are asking or thinking about.

Prove the concepts behind their argument.

Basic 'tell me more' questions that get them to go deeper.Sample QuestionsWhy are you saying that?

Can you rephrase that, please?

How does this relate to what we have been talking about?

What do we already know about this? 1. Socratic QuestioningProbing Assumptions

Makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument.

This shakes the bed rock!Sample QuestionsWhat else could we assume?

Do you agree or disagree with ... ?

How did you choose those assumptions?

How can you verify or disprove that assumption? 1. Socratic QuestioningProbing Rationale, Reasons & Evidences

When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given.

People often use un-thought-through or weakly understood supports for their arguments.Sample QuestionsWhy is that happening?

Can you give me an example of that?

Are these reasons good enough?

How can I be sure of what you are saying?

On what authority are you basing your argument?

Why? (keep asking it -- you'll never get past a few times)1. Socratic QuestioningQuestioning Viewpoints & Perspectives

Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints.Sample QuestionsAnother way of looking at this is ..., does this seem reasonable?

How could you look another way at this?

What is the difference between... and...?

What are the strengths and weaknesses of...?

What if you compared ... and ... ? What would ... say about it?1. Socratic QuestioningProbe Implications & Consequences

The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable?Sample QuestionsThen what would happen?

What are the consequences of that assumption?

What are the implications of ... ?

How does ... fit with what we learned before?

What is the best ... ? Why? 1. Socratic QuestioningQuestions about the Question

And you can also get reflexive about the whole thing, turning the question in on itself.

Use their attack against themselves.

Bounce the ball back into their court.Sample QuestionsWhat was the point of asking that question?

Why do you think I asked this question?

What does that mean? Six Types of Socratic QuestionsConceptual Clarification QuestionsProbing AssumptionsProbing Rationale, Reason, EvidenceQuestioning Viewpoints & PerspectivesProbe Implications & ConsequencesQuestions about the Question

II. Structured ControversyControversy is purposely produced

Learners argue for and against and issue

Much like debate, but there is a second roundII. Structured ControversyThey use reasoned judgment, not just factual knowledge

Explore various issues facing the nursing profession

Examination of patient care situationPROMOTING AND ASSESSING Critical ThinkingEnhancing itDiscussionText InteractionAsking Effective QuestionsProblem-Based Learning

Problem-Based LearningStudents attempt to manage problems much like those that are found in clinical setting

Students are compelled to learn medications or pathophysiologyProblem-Based LearningCan be used as a teaching/learning strategy for a course or the entire curriculum

Students will learn in different speeds, sequences, learning circumstancesPROMOTING AND ASSESSING Critical ThinkingEnhancing itDiscussionText InteractionAsking Effective QuestionsProblem-Based LearningConcept Mapping

Concept MappingAssist learners to “see” their own thinking and reasoning

They develop relationships among factors, note causes and effects, identify predisposing factors, & formulate expected outcomes

Concept MappingRequire students to draw on an extensive knowledge

Examine assumptions made about the concepts or the relationships among them

Think carefully about how “all the concepts fit together”

PROMOTING AND ASSESSING Critical ThinkingEnhancing itDiscussionText InteractionAsking Effective QuestionsProblem-Based LearningConcept MappingOther Strategies

Other StrategiesCase StudiesCase StudiesProvide an open-ended problem that has more than one desirable outcome

Learners judge the advantages and disadvantages of various options, compare alternative solutions, justify choice of actions

Based on an in-depth investigation of a single individual, group, or eventCase StudiesLongitudinal examination including a systematic way of looking at events, collecting data, analyzing information, and reporting the results

Help learners see more than one perspective and often points out assumptions in the face on incomplete informationOther StrategiesCase Studies

Collaborative LearningCollaborative LearningKnowledge can be created where members actively interact by sharing experiences

Rooted in the social nature of learning

Provides opportunities to complete assignments

Can be structured in an unlimited wayCollaborative LearningLearners solve problems, critique each other’s work, learn from each other

Each individual depends on and is accountable to each otherCollaborative LearningDyad Testing (Vinten & Ellet, 2001)Pair of learns work together and respond to test questions

Both think about the worth of each answer option, argue why they may be right or wrong, and help each other in decision-makingCollaborative LearningExamplesCollaborative writing

Study teamsOther StrategiesCase Studies

One-Minute PapersOne-Minute PapersOne of the easiest and most enjoyable ways to think critically on a continuous basis

At the start of each session, a single sheet of paper with statements are givenThe most important thing I learned in class today was… Summarize two conflicting points of view about… How clear was today’s lecture for you?

One-Minute PapersThe participants are asked to respond to each statement before the sessions ends and to submit them before leaving

Feedback by the teacher should clarify areas of confusion, answer questions, and comment on the quality of responsesOne-Minute PapersFor the teacher, this helps ascertain students’ understanding of a particular class or getting a sense of how students would rate the course

This will help learners think about their thinking, ability to listen and understand, ability to process what they are hearingOther StrategiesCase Studies

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