Coming from different backgrounds, they found themselves together at Eastern Michigan University searching for the best methods to teach nursing process, especially its thinking components. Frustrated with the lack of resources for teaching beginning-level BSN students, they wrote a textbook, Critical Thinking in Nursing:
Ramona Browder Lazenby, EdD, RN, FNP-BC, CNE Abstract An award-winning journalist spoke to a group of students during their first month in a baccalaureate nursing program, challenging the nursing profession to abandon its image of nurses as angels and promote an image of nurses as competent professionals who are both knowledgeable and caring.
This presentation elicited an unanticipated level of emotion, primarily anger, on the part of the students.
The authors begin this article by reviewing the literature related to motivations for selecting a profession and the contributions of competence and caring to nursing care. Next they describe their survey method and analysis and report their findings regarding student motivations and perceptions of competence and caring in nursing.
Student responses indicated their understanding of the need for competence and revealed idealistic perceptions of caring. The authors conclude with a discussion of these themes and recommendations for student recruitment, curricular emphasis, and future research in this area.
February 25, "Nursing at its Best: Images of angels in starched skirts and nursing caps eagerly awaiting guidance from physicians has long since been replaced by images of competent, independent men and women of diverse backgrounds.
Yet iconic images in nursing may continue to play a role in choosing a career. For example, individuals may choose nursing because they identify with certain nursing role models, such as Florence Nightingale, the lady with the lamp, who cared for soldiers in the Crimean War and changed the status of nurses in the 19th century.
Newer images, such as those of competent and caring nurses, can also attract new members to the profession.
An award-winning journalist spoke to a group of students during their first month of a baccalaureate program at a southeastern school of nursing in the United States US. Faculty selected this speaker with the goal of increasing both student awareness of iconic and current images associated with nursing and student recognition that nursing is a cognitively challenging discipline.
The speaker, who was not a nurse, focused on the importance of making the public aware of both the competencies knowledge and skill of registered nurses RNs and the caring component of nursing. Students responded with an unanticipated degree of emotion, primarily anger.
Faculty feared that the students did not have a clear understanding of, or appreciation for, the knowledge required by a professional nurse. Student comments regarding the presentation suggested to the faculty that many of the students believed the most important attribute for a nurse was the ability to provide compassionate care.
In response three faculty members who worked closely with these first semester nursing students decided to explore the source s of student comments and reactions.
They decided to ask the following questions: What is the stated primary motivation of students for entering the nursing profession? What are student perceptions and assumptions regarding competence in nursing? What are student perceptions and assumptions regarding caring in nursing?
Gordon has stated that in order to gain and maintain the respect of the public and other healthcare professionals, nurses must emphasize and communicate the knowledge and skills required for professional nursing.
Benner, Sutphen, Leonard, and Daytoo, have written that nurses must learn to emphasize the tangible benefits of nurses, beyond that of caring. In the remainder of this literature review we will look at motivations for choosing nursing as a career and review the literature identifying the need for both competence and caring skills in nursing.
Motivation According to Locke and Lathampersonal goals are vital for direction and maintenance of behaviors that help to achieve future rewards. Effective goal setting can be a source of motivation as an individual pursues a career.
The social cognitive career theory SCCT has postulated that self-efficacy beliefs and outcome expectations are key motivators for career selection.
Miller and Cummings found career choices to be based on the belief that an individual possesses the necessary traits to be successful.
They also found that career choices were influenced by family members, specifically mothers. These gifted students preferred careers that were prestigious and required higher levels of education.
Hoke observed that to recruit talented students, the nursing profession must educate the public regarding the high level of critical thinking required for nurses and the potential for nurses to impact global problems.
Emmons approached career choices from a strivings perspective in which goals are assessed based on what the individual is striving to achieve.
Institute of Medicine IOM mandated increased attention to factors that promote quality and safety of patient care. Since this mandate was issued, outcomes of patient care have become increasingly important. In response, Cronenwett et al.
Competencies identified by the IOM and addressed by the Quality and Safety Education for Nurses QSEN now include patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics Cronenwett et al. Caring The American Association of Colleges of Nursingand the National League for Nursing have identified caring as a foundational value for nursing.
Falk-Rafael proposed that caring in nursing has evolved from an ordered or required caring associated with characteristics such as nurturingto an assimilated caring as nursing developed into an autonomous professionand then further evolved to an empowered caring as individual nurses realized nursing interactions support caring connections within an interprofessional healthcare delivery system that has an ever-changing power base.Critical thinking tactics for nurses by M.
Gaie Rubenfeld, , Jones and Bartlett edition, Critical thinking tactics for nurses achieving the IOM competencies 2nd ed. Who are the critical thinkers?
Institute of Medicine competencies as a context for thinking: the how, when, and where of critical thinking. The competency outcomes performance assessment (COPA) model outlines eight essential competency categories for teaching nursing competencies to pre-licensure students: assessment and intervention skills, communication, critical thinking skills, human caring/relationship skills, teaching skills, management skills, leadership skills, and.
Critical thinking tactics for nurses: achieving the IOM competencies. [M Gaie Rubenfeld; Barbara K Scheffer] Home.
WorldCat Home About WorldCat Help. Search. Search for Library Items Search for Lists Search for Nursing. Critical thinking. Nursing Process. Clinical Competence. Critical Thinking Tactics for Nurses: Achieving the IOM Competencies Completely updated and revised, this revised text focuses on the day-to-day realities of doing, learning, and evaluating critical thinking in.
Critical thinking tactics for nurses: Achieving the IOM competencies (2nd ed.). Sudbury, MA: Jones and Bartlett. Critical Thinking Tactics for Nurses Achieving the IOM Competencies - Second Edition A reader-friendly guide to performing, learning and evaluating critical thinking in all aspects of nursing care.