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Experiential learning and critical thinking in nursing

D Wallace

    Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
    |April 24, 1996
    PubMed
    Summary
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    This study explores critical thinking and reflection in nursing education. Recognizing emotions tied to experiences is crucial for effective reflection, with no single best model existing.

    Area of Science:

    • Nursing Education
    • Qualitative Research
    • Cognitive Psychology

    Background:

    • Critical thinking, reflection, and experiential learning are vital in nursing.
    • Understanding the theoretical underpinnings of these concepts is essential for effective practice.

    Purpose of the Study:

    • To conduct a continuing ethnographic study on critical thinking, reflection, and experiential learning in nursing.
    • To examine the theory and terms of reference related to these concepts.

    Main Methods:

    • Ethnographic study design.
    • Ongoing data analysis of nursing education experiences.

    Main Results:

    • Data analysis highlights the importance of acknowledging both positive and negative emotions during reflection.

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  • Precursors to both effective and ineffective reflection have been identified.

    • Conclusions:

    • There is no single, universally correct model for critical thinking in nursing.
    • Further research is needed to understand the outcomes of effective and ineffective reflection.