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A transactional perspective on critical thinking

S C Gendrop1, L A Eisenhauer

  • 1College of Nursing, University of Massachusetts, Boston 02125, USA.

Scholarly Inquiry for Nursing Practice
|January 1, 1996
PubMed
Summary
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This study introduces a new Transactional Model of Critical Thinking for nursing, moving beyond linear problem-solving to better reflect complex clinical judgments and enhance nursing education.

Area of Science:

  • Nursing Education
  • Cognitive Science
  • Healthcare Professional Development

Background:

  • Current nursing pedagogy focuses on scientific inquiry and received knowledge.
  • The nursing process, a linear problem-solving model, is the predominant cognitive approach.
  • Existing models do not fully capture the complexity of nurses' clinical thinking and judgment.

Purpose of the Study:

  • To present a novel Transactional Model of Critical Thinking (TMCT) specifically for nursing.
  • To address the limitations of linear models in explaining nurses' cognitive processes in clinical practice.
  • To offer a new framework for understanding and evaluating critical thinking in nursing.

Main Methods:

  • Development of the Transactional Model of Critical Thinking (TMCT).

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  • Description of the model's components and elements.
  • Discussion of implications for teaching-learning and evaluation in nursing.

    • Main Results:

    • The TMCT offers a more comprehensive view of critical thinking in nursing.
    • It incorporates a transactional perspective, considering the individual, personal attributes, and environment.
    • The model provides a foundation for innovative approaches to nursing education and practice.

    Conclusions:

    • The Transactional Model of Critical Thinking provides a more accurate representation of how nurses think.
    • This model can enhance nursing education by focusing on complex cognitive processes.
    • It offers a new paradigm for evaluating and improving critical thinking skills in clinical nursing.