Preparing the practitioner for advanced academic study: the development of critical thinking

Area of Science:

• Nursing Education
• Higher Education Studies
• Professional Development

Background:

• The UK's rapid integration of nurse education into higher education necessitates higher-order thinking skills for complex practice.
• Traditional academic study may not fully prepare practitioners for the unpredictable demands of modern nursing.
• There is a recognized need to enhance critical thinking abilities among nursing professionals.

Purpose of the Study:

• To evaluate the development of critical thinking within a revised study skills program for nursing practitioners.
• To compare the effectiveness of a revised program with traditional academic study methods.
• To identify optimal strategies for fostering critical thought in nursing education.

Main Methods:

• A quasi-experimental design was employed, analyzing qualitative data from two student groups in a revised study skills program.
• A control group undertaking a traditional 2-year part-time university course was used for comparison.
• The study focused on practitioners preparing for academic post-registration nursing courses.

Main Results:

• Critical thinking development is an incremental process requiring sufficient time and peer interaction.
• Study skills should be directly applied to subject content to effectively foster critical thought.
• Effective teaching and learning strategies are crucial for cultivating critical thinking.

Conclusions:

• A comprehensive foundation program, emphasizing content-applied study skills and collaborative learning, is recommended for nursing higher education.
• Such programs can better equip practitioners for academic success and complex clinical decision-making.
• The transition to higher education in nursing requires a cultural shift towards deeper learning and critical engagement.