Critical Thinking, a powerful type of decision making | ToolsHero
The relationship between critical thinking and decision-making in respiratory care The present study examines the relationship between CT and DM in. This paper examines the relationship between critical thinking and the decision- making process, explains the course textbook position, and relates how both. The Relationship Between Critical Thinking and Decision-Making in Respiratory Care The present study examines the relationship between CT and DM in.
The scores ranged between 0 and The reliability coefficient of the above-mentioned study, which was obtained through KR 0. Furthermore, the construct validity, which is the most important type of validity in translated tests, shows that the construct of this test correlates with its theoretical basis.
The questionnaire comprised twenty questions. Each question was scored at four levels and had values between 0.
The minimum score was 5, and the maximum score was 20 Appendix 1. This questionnaire was presented to a panel of ten experts to examine its content validity, and the questionnaire was approved by them. Cronbach's alpha was used to calculate the reliability of this test, which turned out to be 0.
Moreover, the reliability of this test was measured and its Cronbach's alpha was 0. The reliability of the test was also examined through the pretest-posttest method. The posttest was administered 2 weeks after the pretest, and the correlation between the mean score of the students on the first test and the second test was 0.
Statistical analyses were performed using the Statistics Package for Social Scientists And the use of descriptive and analytical statistical tests such as Chi-square and Pearson correlation coefficient. Results The present study was conducted on 86 students of medical emergency. All the participants were male. It is worth mentioning that only men are admitted to medical emergency in Iran. The average age of the participants was These students were first to fourth-semester students of medical emergency.
There were 22 The mean total average of the students was The total mean score of students was 8. The scores of critical-thinking and decision-making abilities of the students have been separated based on the semester and presented in Table 1.
Table 2 Open in a separate window Discussion Critical thinking is an essential part of clinical decision-making and professional competence. The result of the present study is, therefore, consistent with other studies, which have been conducted in Iran. He reported that the range of the scores of the medical sciences student was between 8. Yuan's research in Canada indicated that In a research in Taiwan, the mean score of the test of nursing students was calculated to be The report stated that numerous factors influenced the decision-making ability of these employees; factors relating to patient, environment, colleagues, interpersonal issues, performance of the team supervisor, knowledge of other employees, and moral conflicts.
These issues make it difficult for students to make decisions leading to poor choices in some cases.
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The study conducted on 15 employees of medical emergency reported that most of the decisions were made based on their experiences. Most of them had not received special training courses of psychological health triage, and, importantly, there is not always a positive relationship between proper decisions and years of experience of the employees. Therefore, the advanced courses of decision-making must be held to improve their abilities, and their training must go beyond the clinic's atmosphere.
The personnel must especially improve their problem-solving, communication, and decision-making skills. This is while the results of the study conducted by Profetto-McGrath on the Canadian nursing students revealed a high score. Since we do not know the critical thinking scores of the participants of this study at the start of their university education, it cannot be ascertained that university training has failed in fostering the critical thinking of the students.
From this perspective, reviewing the existing educational programs and redesigning them on the basis of increasing critical-thinking ability can be the outcome based on the findings of this study. One of the limitations of the present research was that completing the California Critical Thinking Skills Test was time-consuming and complex requiring explanations.
To effectively complete that process, practitioners must possess the proficiency to think critically and to make appropriate decisions. See the Related Editorial on Page As the practice of respiratory care evolved, the techniques for training prospective practitioners also developed.
Early training programs were based in hospitals, and the length of training ranged from several weeks to a year. Most teachers were physicians and practitioners with experience in practice but not necessarily a foundation in education.
Currently most training occurs in colleges and universities, within formally accredited programs of years. Educators today are well trained not only in the techniques for delivering patient care, but also in the theories of instructional planning, delivery, and evaluation.
Respiratory care programs have become quite proficient in teaching future practitioners appropriate command of the knowledge and technical skills necessary to function in the current clinical setting. Yet as health care becomes more concerned with documentation of quality outcomes, cost containment, and the effectiveness of care, respiratory therapists must be able to do more than follow the physician's instructions.
They must be able to independently evaluate the patient's condition, make decisions about how to treat the patient, implement the treatment plan, and evaluate the outcomes of their decisions. Participants in a National Consensus Conference on Respiratory Care Education gave high rankings to the ability of future practitioners to analyze, assess, and problem-solve.
Relationship Between Critical Thinking and Decision Making Essay
Educational programs are thus charged with teaching and evaluating students' ability to make appropriate decisions. Ennis defined critical thinking CT as reasonable, reflective thinking focused on what to believe or do.Critical Thinking and Decision Making
As educational programs make curriculum changes to improve students' decision-making DM skills, the introduction of processes to develop CT proficiency has been proposed as one method of achieving that goal. This relationship has been described in both nursing and respiratory care students, but warrants further study. The traditional lecture mode of instruction employed by many programs presents obstacles to the development of the student's CT proficiency.
In the lecture format, students are presented with information and concepts and then left on their own to analyze, prioritize, and structure their new knowledge.
Lecture is a generally passive style of education for the students, in which CT is not taught. Programs face the challenge of teaching the vast amounts of information and concepts deemed necessary for competent practice while also developing the student's CT proficiency, sometimes within the short time frame of a 2-year program.
Several strategies have been proposed for developing CT in students, including achieving a balance between lecture and interaction, increasing student participation in learning, introducing students to poorly-structured problems within their discipline, and employing problem-based learning.
Though educational programs have experimented with some of those strategies to improve CT, their effectiveness has not been widely reported. A description of strategies used by programs whose students score higher in CT would benefit educators as they seek to improve these important abilities in their students. The nature of the relationship between CT and DM has been the subject of much discussion and has been investigated by several researchers. Ennis's definition implies that the individual uses the process of CT to arrive at an appropriate decision.
A consensus definition from the American Philosophical Association focuses on CT as a process of purposeful judgment that places emphasis on DM in the context of an identified problem, goal, desired outcome, or purpose.