Assignment: Nurse-patient Interaction

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Assignment: Nurse-patient Interaction

Assignment: Nurse-patient Interaction

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In improving the clinical decision-making skills of health care professionals, critical thinking allows better and independent decision-making regarding patients. Critical thinking efficiency, attitudes necessary for critical thinking and critical thinking standards, fundamental occupational knowledge and experience are important in the decision-making process. Critical thinking skills are affected by occupational training and clinical experience (Hicks et al., 2003; Ay, 2011).

Implications for nursing practice and education

In nursing, critical thinking for clinical decisionmaking is the ability to think in a systematic and logical manner with openness to question and reflect on the reasoning process used to ensure safe nursing practice and quality care (Paul and Heaslip, 1997). Critical thinking when developed in the practitioner includes adherence to intellectual standards, proficiency in using reasoning, a commitment to develop and maintain intellectual traits of the mind and habits of thought and the competent use of thinking skills and abilities for sound clinical judgments and safe decision-making. We suggest critical thinking which promote the development of the intellectual capacities of student nurses as independent critical thinkers so that critical thinking should be in all nursing curriculum. Therefore, quality client care will be better.


It is essential to examine the factors that improve critical thinking skills and select the methods that encourage students to search and think. Moreover, clinical practices positively affect critical thinking. Clinical practice fields should be amended to improve caring nurse-patient interaction; thus, the efficiency and productivity of practices should be ensured. These types of studies should be carried out for nurses and nursing students in larger groups. Consequently, future research should use a random sample or wider geographic region to obtain participants and utilise a longitudinal design.

Acknowledgements We thank our nursing students for participating in the study.


Adams, M.H., Stover, L.M. & Whitlow, J.F. (1999). A longitudinal evaluation of baccalaureate nursing students’ critical thinking abilities. J Nurs Educ. 38 (3), 139-141.

Akkus, Y., Kaplan, F. & Kacar, N. (2010). The critical thinking levels of nursing students, of Kars health higher school and influencing factors. Firat Health Care Journal. 15(5), 103-111. Turkish.

Atar, N.Y. & Asti, T.A. (2012). Validity and reliability of turkish version of the caring nursepatient interaction scale. I.U.F.N. Hem. Journal. 20, 129-139. Turkish.

Ay, F.A. (2011). Criticism in health care professionals. Basic concepts and skills in health care applicationsIstanbul, 2. Press. Nobel Medical Bookstores, p. 106-115. In Turkish.

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