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Related Experiment Videos

Thinking.

Elizabeth A Smythe1

  • 1Division of Health Care Practice, Auckland University of Technology, P.O. Box 92 006, Auckland 1020, New Zealand. liz.smythe@aut.ac.nz

Nurse Education Today
|April 28, 2004
PubMed
Summary
This summary is machine-generated.

Nursing education often assumes thinking, but categorizing it may limit potential. True thinking, essential for a dynamic profession, thrives outside structured activities and requires dedicated time and space.

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Area of Science:

  • Nursing Education
  • Philosophy of Education

Background:

  • Thinking is often assumed within nursing education, with strategies like reflective practice, critical analysis, and problem-solving employed.
  • Categorizing thinking may inadvertently limit its full potential, as suggested by philosophical perspectives.

Purpose of the Study:

  • To explore what prompts thinking in postgraduate nursing education.
  • To investigate the conditions that foster or hinder thinking in nursing students.

Main Methods:

  • Qualitative research exploring "thinking experiences" recalled by teachers and students.
  • Analysis of findings in relation to philosophical concepts of "calling" and "pondering" thought.

Main Results:

  • Students and teachers recall distinct "thinking experiences."

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  • A busy classroom environment limits students' opportunities to think.
  • Thinking often occurs organically outside formal instruction, such as with peers or during assignment writing.

    • Conclusions:

    • Nursing education may unintentionally restrict thinking opportunities and direct thought processes.
    • To foster a dynamic profession, nursing education must prioritize creating environments that enable genuine thinking and contemplation.