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Critical thinking in respiratory care practice

Posted on:1995-06-25Degree:Ph.DType:Dissertation
University:University of GeorgiaCandidate:Mishoe, Shelley CominskyFull Text:PDF
GTID:1477390014491386Subject:Adult Education
Abstract/Summary:
The purpose of this study was to identify and describe the critical thinking skills and traits of respiratory care health practitioners using a descriptive qualitative research methodology. The reflective, communicative, practical, and experiential aspects of critical thinking in respiratory care practice were identified. Critical thinking is described in terms of practical knowledge grounded within the actual performance, culture, and context of clinical practice.;The research methodology consisted of observations of 18 registered respiratory therapists followed by in-depth interviews. The sample was selected through nominations of experts using reputational-case selection. The observations served as a basis for identifying and describing context-bound situations that require critical thinking, as well as the essential skills and related traits. Fieldnotes and interview transcripts were continuously analyzed throughout the study using the constant-comparative method.;The findings suggest that critical thinking in respiratory care practice involves the abilities to prioritize, anticipate, troubleshoot, communicate, negotiate, reflect, and make decisions. When, how, and why the therapists are able to use these critical thinking skills is influenced by dispositional traits and organizational factors described in this study.;The interrelation and interaction of the essential skills for critical thinking can be described. However, dispositional traits and organizational factors and their collective impact on critical thinking in practice must be considered. The summary of findings and discussion of literature builds substantive theory by proposing interrelationships among the skills, traits, and organizational factors that affect critical thinking in professional practice. The importance of consideration of the context when attempting to explain or facilitate critical thinking in adults' professional practice is advocated. Implications from the study are related to practice and theory in adult education, critical thinking, health care, and respiratory care.
Keywords/Search Tags:Critical thinking, Respiratory care, Practice, Adult education, Health, Traits
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