Educational Model for Nursing Process
Critical Thinking Skills |
Nursing Process |
Nursing Practice Applications |
- Observing
- Distinguishing relevant from irrelevant data
- Distinguishing important from unimportant data
- Validating data
- Organizing data
- Categorizing data
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- Be systematic in data collection
- Clarify any data you are uncertain about.
- Look for patterns to categorize data.
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- Finding patterns and relationships
- Making inferences
- Stating the problem
- Suspending judgment
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- Be open minded as you look at information about a client
- Do not make careless assumptions.
- Does the data reveal what you believe is true or are there other options?
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- Generalizing
- Transferring knowledge from one situation to another (inference)
- Developing evaluative criteria
- Hypothesizing
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- Look at the meaning and significance of findings
- Are there relationships between findings?
- Does the data about the client help you in seeing that a problem may exist?
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- Applying knowledge
- Testing hypotheses
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- Use knowledge to select strategies you use in the care of clients.
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- Deciding whether hypotheses are correct
- Making criterion based evaluations.
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- Support your findings and conclusions.
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- Reflect on your experiences
- Identify in what way you can improve your own performance
- What will make you feel that you have been successful?
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Modified from Wilkinson, J. (1992). Nursing Process In Action: A Critical Thinking Approach (p.29) Redwood City: Addison-Wesley Nursing.
Nursing Practice Applications: From Facione, P: Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. The Delphi report; research findings and recommendations prepared for the American Philosophical Association, ERIC Doc No ED 315-423, Washington DC, 1990, ERIC.
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Last updated: Thursday, March 20, 2008
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