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Toward critical thinking as a virtue: The case of mental health nursing education
Simon Adam1, Linda Juergensen1
1School of Nursing, Faculty of Health, York University, HNES 350, 4700 Keele Street, Toronto, M3J 1P3, Canada.
Abstract:
Critical thinking in nursing is largely theorized as a clinically-based idea. In the context of mental health education, this presents a problem, given documented evidence of a shift to demedicalize mental illness. Using institutional ethnography, this article examines the critical thinking of nursing faculty in a baccalaureate nursing program in a Canadian university by way of focus group interviews, observation periods, and the analysis of a number of institutional and legislative texts. The findings suggest that the critical thinking of nursing faculty is caught within a constrained institutional-textual order. Drawing on critical theory and Foucauldian philosophy, recommendations for nursing education are made in order to diversify and extend critical thinking in mental health nursing.
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