Johns [ edit ] Adaptation of the Johns reflective model Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Our autobiography as a learner.
Translate this page from English Print Page Change Text Size: What makes the thinking of a nurse different from a doctor, a dentist or an engineer?
It is how we view the client and the type of problems we deal with in practice when we engage in client care. To think like a nurse requires that we learn the content of nursing; the ideas, concepts and theories of nursing and develop our intellectual capacities and skills so that we become disciplined, self-directed, critical thinkers.
In nursing, critical thinking for clinical decision-making is the ability to think in a systematic and logical manner with openness to question and reflect on the reasoning process used to ensure safe nursing practice and quality care Heaslip. Critical thinking when developed in the practitioner includes adherence to intellectual standards, proficiency in using reasoning, a commitment to Reflective practice critical thinking and maintain intellectual traits of the mind and habits of thought and the competent use of thinking skills and abilities for sound clinical judgments and safe decision-making.
Intellectual Standards for Reasoning Practitioners in nursing who are critical thinkers value and adhere to intellectual standards. Critical thinkers strive to be clear, accurate, precise, logical complete, significant and fair when they listen, speak, read and write.
Critical thinkers think deeply and broadly.
All thinking can be examined in light of these standards and as we reflect on the quality of our thinking we begin to recognize when we are being unclear, imprecise, vague or inaccurate. As nurses, we want to eliminate irrelevant, inconsistent and illogical thoughts as we reason about client care.
Nurses use language to clearly communicate in-depth information that is significant to nursing care. Nurses are not focused on the trivial or irrelevant. Nurses who are critical thinkers hold all their views and reasoning to these standards as well as, the claims of others such that the quality of nurse's thinking improves over time thus eliminating confusion and ambiguity in the presentation and understanding of thoughts and ideas.
Elements of Reasoned Thinking Reasoning in nursing involves eight elements of thought. Critical thinking involves trying to figure out something; a problem, an issue, the views of another person, a theory or an idea. To figure things out we need to enter into the thinking of the other person and then to comprehend as best we can the structure of their thinking.
This also applies to our own thinking as well. When I read an author I'm trying to figure out what the author is saying; what problem or issue the author is addressing, what point of view or frame of reference he is coming from, what the goal or purpose is of this piece of writing, what evidence, data or facts are being used and what theories, concepts, principles or ideas are involved.
I want to understand the interpretations and claims the author is making and the assumptions that underlie his thinking. I need to be able to follow the author's lines of formulated thought and the inferences which lead to a particular conclusion.
I need to understand the implications and consequences of the author's thinking. As I come to understand the author in-depth I will also begin to recognize the strength and weakness of his reasoning.Critical thinking is the active, organised, cognitive and mental process used to carefully examine one’s thinking and the thinking of others.
It involves the use of the mind in forming conclusions, making decisions, drawing inferences and reflecting.
In nursing, critical thinking for clinical decision-making is the ability to think in a systematic and logical manner with openness to question and reflect on the reasoning process used to ensure safe nursing practice and quality care (Heaslip).
Critical thinking and critical pedagogy/reflective practice became central to my intellectual and professional project as I encouraged students and researchers to contrast the paths taken in science, society, education with other paths that might be taken, and .
About reflective thinking, my teacher once said that reflective thinking is a wedge between critical and creative thinking, especially in solving a problem. Currently,I am in progress to find.
the skills of critical thinking and reflective practice in the setting of a traditional lecture theatre, especially with large groups of learners. However, at the postgraduate level, in an. Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning.
According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively.