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Learning Objective 1: „X The learner will be able to make inferences between promoting critical thinking in nursing students and new graduate nurses.
Learning Objective 2: „X The learner will find evidence to support changes in teaching practice to enhance critical thinking in nursing.
After IRB approval was obtained, a qualitative design was used to examine nursing student perceptions of CT in clinical settings. In-depth individual interviews with a purposive sample of nine BSN students were conducted. Analysis consisted of coding, categorizing and identifying themes. Major themes included, a) Tools for CT are knowledge, situational information, experience, and caring; b). Experience can be borrowed from nurse colleagues, and c) At times, asking questions did not seem acceptable.
Students expressed concern with making mistakes which could harm their patients and about being judged for asking questions. Students believed that clinical practice of CT was necessary to gain experience, and while modeling was important, so was hands on CT and decision making which was made possible when they had the necessary tools.