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3 results

  • Chapter 7 - Personal Intelligences

  • from Part II - Transition Expertise
  • Christopher Connolly, Sporting Bodymind Ltd, Fernand Gobet, London School of Economics and Political Science
  • Book:
    Transition Expertise and Identity
    Published online:
    30 May 2024
    Print publication:
    06 June 2024, pp 110-144

  • Summary

    Historically, most intelligence theories include the personal intelligences that encompass apprehension of one’s own experience, the ability to understand and manage people, and insight into the states of other people. Intrapersonal intelligence enables an individual to cultivate self-awareness, which operates during transitions at three progressive levels. Self-knowledge is produced by reflective thinking and is the basis for growth and development. The capacity for self-assessment follows and evaluates strengths and weaknesses during a transition. This supports self-development, which turns awareness into action. Interpersonal intelligence enables an individual to empathize with others, manage relationships in mutually beneficial ways, give and receive feedback, and build collaborative relationships that develop and ultimately lead others. The personal intelligences are investigated through retrospective interviews with twenty-four elite performers in three domains (business, sports, and music) who successfully and repeatedly transitioned to higher positions within their field.

  • 9 - Thinking like a nurse

  • from Part 2 - Becoming
  • Edited by Nick Arnott, University of Tasmania, Penny Paliadelis, Mary Cruickshank
  • Book:
    The Road to Nursing
    Published online:
    28 February 2022
    Print publication:
    22 November 2021, pp 166-187

  • Summary

    Critical thinking and problem-solving, clinical reasoning, self-reflection and self-awareness are valued attributes of the contemporary nurse. These skills are essential for the provision of safe and competent person-centred care to clients with ever-increasing acuity and multiple, often complex comorbidities. This chapter focuses on critical thinking, clinical reasoning and reflective practice, and personal documentation using e-portfolios, along with strategies to assist beginning nurses in the development of these specific skills, which should be honed, practised and adapted to everyday clinical practice. The chapter also assists the professional nurse to develop methods to demonstrate their personal and professional development through the use of e-portfolios.

  • Assessment of a Scenario-Based Approach to Facilitating Critical Thinking Among Paramedic Students

  • Judy Janing
  • Journal:
    Prehospital and Disaster Medicine / Volume 12 / Issue 3 / September 1997
    Published online by Cambridge University Press:
    28 June 2012, pp. 42-48
    Print publication:
    September 1997
  • Introduction:

    Paramedic practice is shifting from [direct] on-line medical control to protocol-driven care initiated on the paramedic's judgment of the patient's problem(s). Teaching in most paramedic training programs remains grounded in technical rationality. This does not adequately prepare practitioners for current day practice. Medical conditions often present as ill-defined problems. To deal with these situations, practitioners need problem solving and reflective-thinking skills. Methodologies incorporating the use of these skills in a contextual situation similar to actual practice may help paramedics develop these skills.

    Hypothesis:

    This study sought to determine the impact of written scenario exercises in the context of clinical problems as a means of learning in order to foster higher level thinking skills and self-directed tendencies. It involved three hypotheses: 1) Post-test scores would correlate with scores attained on the traditional, multiple choice, final examination; 2) Post-test scores would correlate with scores on the critical thinking sub-test of the final examination; and 3) Scores would be better on the post-test compared to thepre-test.

    Methods:

    This two year, longitudinal, prospective study was conducted with 55 paramedic students using a pre- and post-test. Post-test scores were compared with final examination scores and scores of the subset of higher level thinking questions within that examination using the Pearson r-test. The relationship between the pre- and post-test scores was analyzed using a one-tailed dependent t-test. Post-hoc analysis of the variables of age, experience, and education was conducted using one-way analysis of variance.

    Results:

    The correlation between post-test scores with final examination scores was positive and modestly significant. There was no correlation of post-test scores with sub-test scores. Comparison of pre- and post-test scores was significant. Effects for age, experience, and education were not significant statistically.

    Conclusion:

    Using written scenarios increases ability to utilize reflective thinking and self-directed tendencies. However, this ability may not be demonstrated consistently on traditional written examinations. A multi-site study using large numbers and a control group or alternative methods appears to be indicated to demonstrate more accurate effects of the methodology.