Critical thinking and decision making skills among nurses with differing levels of clinical expertise

Patient care is becoming increasingly complex, and the decisions nurses make require critical thinking (CT) (Brunt, 2005; Dickerson, 2005; Edwards, 2007; Twibell, Ryan, & Hermiz, 2005). Nurse educators have recognized the importance of CT as this is an expected outcome of nursing education (Staib, 2003; AACN, 2005; NLNAC, 2006, Twibell et al). CT skills and quality of decision-making may vary with the level of clinical expertise (Martin, 2002; Benner, 2001). The purpose of this study is to examine differences in CT skills and decision-making among nurses with different levels of clinical nursing expertise. This study is a modified replication of Martin's (2002) study. The Theory of Critical Thinking of Nurses (Martin) based on the works of Benner (2001) and Paul (1995) will be used as the organizing framework for the study. The sample will include 60 subjects; senior baccalaureate nursing students from Indiana University School of Nursing, new graduate nurses from Methodist Hospital in Indianapolis, and experienced (5 years) nurses from Methodist Hospital. Permission will be obtained from Indiana University and Methodist Hospital. CT related to clinical simulation will be measured using the Elements of Thought Instrument (ETI) (Martin). This study will provide information about the development of critical thinking skills for nurse educators in hospital and education settings.School of NursingThesis (M.S.