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Title PageCritical Analysis

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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)

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Critical Analysis

Arrrgh! Critical Analysis!!!

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A good evening out?In groups of 3- 6 discuss:

What makes a good evening out?!

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Most of your assignments are formed around one basic structure:

Applying theory to practice

THEORY

PRACTICE

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However there is a classic trap many students fall into…

Being too descriptive . . .

You can include lots ofLiterature but end up justdescribing it rather than using itto create a critical argument ordiscussion

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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)

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

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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

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Critical Analysis is . . . the exploration & evaluation of possibilities

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Critical/Creative Thinking

Information Critical Thinking Reasoned

Judgement

Recognition of problem

existence

Consideration or

generation of alternatives

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Applying Critical Thinking to

Information Literacy

Stephen Gough, June 2009

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Information Need Cycle 1

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Information Need Cycle 2

Need: Determined by learning outcomes /

informationneed: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.

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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?”

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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.

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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?

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• 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

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Library & Learning Resources / Faculty Collaboration

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“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

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Your turn…..

SMOKING

Psychosocial

Physical

Public Policy

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References / Further ReadingBANDMAN, 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 323-331

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 225 - 231

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) pp381-391

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 27-33

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) pp288-296