2.50
Hdl Handle:
http://hdl.handle.net/10755/160797
Type:
Presentation
Title:
A Transcultural Comparison of Critical Thinking in Nursing
Abstract:
A Transcultural Comparison of Critical Thinking in Nursing
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2009
Author:Jenkins, Sheryl, PhD, ACNP
P.I. Institution Name:illinois state University
Title:nursing
Contact Address:22681 North 950 East Road, Carlock, IL, 61725, USA
Contact Telephone:309-242-6720
Co-Authors:S.D. Jenkins, Mennonite College of Nursing, Illinois State University, Normal, IL;
In a world that is increasingly culturally diverse, ethnocentric definitions of critical thinking may limit nurse educators in their attempts to teach critical thinking. Hence, there is a need to explore common elements and variations in critical thinking across cultures. The purposes of this study were to: (1) identify common elements of critical thinking in Thailand and the United States, (2) understand elements specific to Thailand, and (3) understand elements specific to the United States. The culture common/culture specific framework (Triandis & Brislin, 1984) which guides this study is based on the premise that concepts do not have the same meanings across cultures. These differences are at the core of cross-cultural research. The primary goal of this qualitative study was to explore culture common and culture specific perspectives of critical thinking. Five nurse educators from Thailand and five from the United States, all of whom had expertise in critical thinking, were interviewed in order to explore their perceptions of critical thinking. The participants were asked to describe several aspects of critical thinking in nursing. Their statements were subjected to content analysis and the emergent themes arranged to display commonalties and variances across the two cultures. Their responses revealed both culture common and culture specific facets in each of these aspects of critical thinking. Certain themes emerged that have not been widely discussed in the literature, including the participants' assertions that: (1) rather than developing a consensus definition of critical thinking, nurses should emphasize the identification of the core elements that are most meaningful for nursing, (2) remaining calm is a prerequisite for thinking critically, and (3) transcultural nursing experiences enhance students' critical thinking ability.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleA Transcultural Comparison of Critical Thinking in Nursingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160797-
dc.description.abstract<table><tr><td colspan="2" class="item-title">A Transcultural Comparison of Critical Thinking in Nursing</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Jenkins, Sheryl, PhD, ACNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">illinois state University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">nursing</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">22681 North 950 East Road, Carlock, IL, 61725, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">309-242-6720</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sjenkin@ilstu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">S.D. Jenkins, Mennonite College of Nursing, Illinois State University, Normal, IL;</td></tr><tr><td colspan="2" class="item-abstract">In a world that is increasingly culturally diverse, ethnocentric definitions of critical thinking may limit nurse educators in their attempts to teach critical thinking. Hence, there is a need to explore common elements and variations in critical thinking across cultures. The purposes of this study were to: (1) identify common elements of critical thinking in Thailand and the United States, (2) understand elements specific to Thailand, and (3) understand elements specific to the United States. The culture common/culture specific framework (Triandis &amp; Brislin, 1984) which guides this study is based on the premise that concepts do not have the same meanings across cultures. These differences are at the core of cross-cultural research. The primary goal of this qualitative study was to explore culture common and culture specific perspectives of critical thinking. Five nurse educators from Thailand and five from the United States, all of whom had expertise in critical thinking, were interviewed in order to explore their perceptions of critical thinking. The participants were asked to describe several aspects of critical thinking in nursing. Their statements were subjected to content analysis and the emergent themes arranged to display commonalties and variances across the two cultures. Their responses revealed both culture common and culture specific facets in each of these aspects of critical thinking. Certain themes emerged that have not been widely discussed in the literature, including the participants' assertions that: (1) rather than developing a consensus definition of critical thinking, nurses should emphasize the identification of the core elements that are most meaningful for nursing, (2) remaining calm is a prerequisite for thinking critically, and (3) transcultural nursing experiences enhance students' critical thinking ability.</td></tr></table>en_GB
dc.date.available2011-10-26T23:10:49Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:10:49Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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