Assignment: Clinical Atmosphere
Information and experiences provided in a clinical atmosphere play an essential role along with the theoretical information when providing critical thinking insight to nurses. Clinical practice is a training process that provides the student with an opportunity to put theory into use and become a professional. Clinical skills play a key role in nursing training. At the same time, clinical skills allow students to interact with the patient, giving them the opportunity to improve and utilise their occupational know-how and skills regarding nursing, make correct decisions, solve problems, improve their ability to understand themselves and think critically (Eskimez et al., 2005).
Critical thinking allows a nurse to utilise their basic nursing training and occupational experience and provides an opportunity to assess the search results logically and reflect them in patient care. Lack of critical thinking skills can negatively affect quality, sufficiency and efficiency in service; it also affects professionalism, autonomy and authority in profession. The more effective the nurse is in critical thinking, the better their services become in increasing quality of life, protecting and improving public health. Thus, it is highly important to provide students with insights into critical thinking (Ozturk and Ulusoy, 2008).
Some studies revealed that university students in Turkey have a relatively low capacity of critical thinking (Dil and Oz, 2005; Ozturk and Ulusoy, 2008; Bulut et al., 2009; Beser and Kissal, 2009; Akkus et al., 2010). In this study, the average score of the nursing students for the critical thinking disposition scale was 254.39 ± 26.69. According to the results of CCTDI, scores less than 240 are low, between 240 and 300 are average and above 300 are accepted to reflect a high critical thinking capacity (Dil and Oz, 2005). This scale showed that our group had an average level of critical thinking skills. According to Colucciello, ‘critical thinking dispositions are essential for the development of higher-order critical thinking and learning’. As such, these students need more training in critical thinking (Colucciello, 1999).
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