1/22 Title Page Critical Analysis Ethan Rhemahn

2/22 Definitions “Analysis involves breaking down information into its component parts and examining the relationships within these parts and with the whole. By doing this the student shows the ability to differentiate and distinguish between components or elements of the topic area.” (Gopee, 2008) Critical thinking is: “ the rational examination of ideas, inferences, assumptions, principles, arguments, conclusions, issues, statements, beliefs and actions” (Bandman & Bandman, 1988)

3/22 Critical Analysis Arrrgh! Critical Analysis!!!

4/22 A good evening out? In groups of 3- 6 discuss: What makes a good evening out?!

5/22 Most of your assignments are formed around one basic structure: Applying theory to practice THEORY PRACTICE

6/22 However there is a classic trap many students fall into… Being too descriptive... You can include lots of Literature but end up just describing it rather than using it to create a critical argument or discussion

7/22 In many ways critical analysis is about trouble shooting A trouble shooter is somebody who can approach any situation or topic and: Highlight potential issues, problems or good practice & suggest solutions (with an awareness of their possible pro’s & con’s)

8/22 Isn’t this exactly what you should be doing in practice when caring for a patient?

9/22 Even if you have chosen an e.g. from your clinical experience where there were no actual problems or issues you can still use the literature to discuss what could have been the potential problems or issues This kind of trouble shooting is what you probably do unconsciously when presented with a patient or situation in clinical practice In an assignment you can use the literature to help you discuss what may be the possible issues/problems/ advantages or disadvantages associated with your topic Student guidance

10/22 Critical Analysis is... the exploration & evaluation of possibilities

11/22 Critical/Creative Thinking Information Critical Thinking Reasoned Judgement Recognition of problem existence Consideration or generation of alternatives

12/22 Applying Critical Thinking to Information Literacy Stephen Gough, June 2009

13/22 Information Need Cycle 1

14/22 Information Need Cycle 2 Need: Determined by learning outcomes / information need: a)“I need something on smoking” b)“I have an assignment for which I need to find the best evidence to support an intervention” c)“I have an assignment for which I need to find research”. Map: Map all the possible/potential conceptual pathways to developing a question which will provide an answer. This is a keyword generator and uses reflection, critical creative thinking and language skills.

15/22 Information Need Cycle 3 Formulate Question: The ability to give focus to a question. a)“I need something on smoking” becomes “I need information on the nurses role in smoking cessation programmes” b)“I’m interested in preventing colds” becomes “Is Vitamin C effective in the prevention or treatment of the common cold?”

16/22 Information Need Cycle 4 Source: Which information sources will provide the answer to my question? Involves critically choosing the appropriate information sources. (CINAHL or Medline or PsychINFO or all three) Find: Requires the development of a search strategy and IT skills. Strategies will vary according to the information source but developed in line with a standard framework.

17/22 Information Need Cycle 5 Evaluate: Does the information found answer the question? Is the information of sufficient quality? (The Evidence Hierarchy) Apply: How can the information be used to answer my question? What conclusions can I draw? Does the evidence support a particular conclusion or intervention?

18/22 Language skills: an understanding of, or an ability to find, the language of a subject area IT Skills: Basic skill in using a computer (hardware and software) Critical thinking / creative critical thinking / critical analysis: the ability to analyse and make conceptual connections (conceptual awareness) in assessing –information need –source appropriateness –the information found –the application Essential Underpinning Skills

19/22 Library & Learning Resources / Faculty Collaboration

20/22 “Analysis involves breaking down information into its component parts and examining the relationships within these parts and with the whole. By doing this the student shows the ability to differentiate and distinguish between components or elements of the topic area.” (Gopee, 2008) Critical thinking is: “the rational examination of ideas, inferences, assumptions, principles, arguments, conclusions, issues, statements, beliefs and actions” (Bandman & Bandman, 1988) Definitions 2

21/22 Your turn….. SMOKING Psychosocial Physical Public Policy

22/22 References / Further Reading BANDMAN, E.L. & BANDMAN, B. (1988) Critical thinking in nursing. Norwalk (CT): Appleton & Lange. p 5 DALY, W.M. (1998) Critical thinking as an outcome of nursing education. What is it? Why is it important to nursing practice? Journal of Advanced Nursing 28(2) pp GOPEE, N. (2008) Mentoring and supervision in healthcare. London: Sage. p 76 HOUSER, J. (2008) Nursing research: reading, using, and creating evidence. Sudbury (MA): Jones and Bartlett. KOSTOVICH, C.T., PORADZISZ, M., WOOD, K. O’BRIEN, K.L. (2007) Learning style preference and student aptitude for concept maps. Journal of Nursing Education 46(5) pp KUIPER, R.A. & PESUT, D.J. (2004) Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory. Journal of Advanced Nursing 45(4) pp NAYDA, R. & RANKIN, E. (2009) Information literacy skill development and life long learning: exploring nursing students’ and academics’ understandings. Australian Journal of Advanced Nursing 26(2) pp SEYMOUR, B., KINN, S. & SUTHERLAND, N. (2003) Valuing both critical and creative thinking in clinical practice: narrowing the research-practice gap? Journal of Advanced Nursing 42(3) pp