chapter 15: critical thinking and problem solving

Copyright © 2012 Wolters Kluwer Health | Lippincott Williams & Wilkins

Chapter 15: Critical Thinking and Problem Solving

Chapter 15: Critical Thinking and Problem Solving


Critical ThinkingCritical Thinking

• Definition & Characteristics (Dr. Richard Paul)

– “A systematic way to form and shape one’s thinking”

– Functions purposefully & exactingly

– Disciplined

– Comprehensive

– Based on intellectual standards

– Well-reasoned


Critical Thinking (cont’d)Critical Thinking (cont’d)

• Features of Critical Thinking in Health Care

– Purposeful & results-oriented

– Based on principles of:

• Health care practice

• Scientific method

– Evidence-based

– Guided by professional standards & ethics codes

– Self-correcting through constant reevaluation



• Analyzing and Evaluating Information

– What is the main purpose?

– What is the most important information?

– What data support the main purpose?

– What are the key concepts or most important ideas? How do they relate to the main purpose?

– What message is the author trying to convey?



• Improving Your Critical-Thinking Skills

– Clarify your thinking

– Discipline your thinking

– Ask meaningful questions

– Be willing to change your mind


Problem SolvingProblem Solving

• Basic Problem-Solving Approach in Action

– Identify the problem

– Gather information & identify possible solutions

– Select the best option

– Implement the solution

– Evaluate the results


Problem Solving (cont’d)Problem Solving (cont’d)• Basic problem-solving approach


Problem Solving (cont’d)Problem Solving (cont’d)

• Trial-and-Error Problem Solving

– Testing solutions until one is found that works

– Not effective in health care

– Can be dangerous



• Scientific Problem Solving

– Problem identification

– Data collection

– Hypothesis formulation

– Plan of action

– Hypothesis testing

– Interpretation of results

– Evaluation



• Intuitive Problem Solving

– Based on inner prompting or instinct

– No logical thinking

– Identifying a solution to a problem based on its similarity or dissimilarity to other problems


Study SkillsStudy Skills

• Four Processes of Studying

– Refreshing one’s memory

– Taking in new information

– Organizing & memorizing data

– Making connections among information


Study Skills (cont’d)Study Skills (cont’d)

• Study Area: Desired Features

– Adequate but not overwhelming lighting

– Comfortable temperature

– Soft, non-distracting background music

– White noise

– No phone

– No TV



• Daily Preparation

– Read texts

– Review notes

– Study patient files

– Analyze test results

– Consult fellow learners or colleagues

– Examine additional resources



• Reading Strategies

– Pay attention to bold & italicized print

– Write main paragraph points in page margins or a notebook

– Read everything, including:

• Tables

• Graphs

• Illustrations



• Three Parts of Learning Information

– Reception: taking in information without knowing what it means

– Perception: giving meaning to information

– Selection: recognizing information as important or unimportant



• Types of Memory

– Working memory

– Short-term memory

– Long-term memory



• Techniques for recalling information

– Say or write down everything you can remember

– Try to recall events or information in a different order

– Recreate the learning environment or relive the event



• Different Strategies for Learning

– Make associations

– Acronyms & acrostics

– Flashcards

– Music



• Study Groups: Characteristics of Effective Members

– Committed

– Contributing

– Compatible

– Considerate



• Study Groups: Making the Most of Study Sessions

– Determine objectives

– Prepare in advance

– Alternate instruction

– Focus on the task

chapter 15: critical thinking and problem solving

Documents