Track G - Critical thinking, argument and analysis

Critical thinking, argument and analysis: Developing skills for nursing practice Venetia Brown and Dr. Kay Caldwell, Middlesex University School of Health and Education

Kay Caldwell and Venetia Brown gave a lively and engaging account of their innovative bridging programme, designed to develop the critical and analytical skills of clinical nurses and provide a platform for degree-level study. The programme was commissioned by a large London Trust, with the aspiration that all existing nursing staff would become graduates. The programme was accredited by Work Based Learning with 15 credits at level 6

Kay and Venetia designed a SCORM-compliant e-learning package which would be hosted on the Trust’s platform.   The e-learning was ‘sandwiched’ between two workshops delivered by Venetia and students were supported throughout by Venetia and Kay via email. The main aims of the programme were ‘to improve critical analysis skills and how to develop an effective argument’.

After an initial learning needs analysis, students embarked on the programme, which included developing criticality in the context of clinical practice and culminated in a summative assessment requiring students to present a case for an improvement or change in clinical practice based on evidence and argument. The assessment was given authenticity by relating it to the student’s workplace.

Venetia and Kay described some of the challenges they faced, the main one being their lack of any involvement in recruitment of students; the Trust decided who should be on the programme. The diversity of experience and level of educational attainment was another challenge and for students there were all the challenges associated with part-time distance learning: tension between work and study; tension between practical and academic; difficulty with independent learning and feelings of isolation.

Employers’ expectations were high, which led to a possible conflict between preserving the academic integrity of the University (possibly by failing students) and meeting the requirements of the employers (who wanted all students to pass). Venetia and Kay were conscious of the huge impact of failure on the students’ career progression but also of the need to be fair and apply the standards set down by the University.

A final point, made by Kay, was the importance of detailed and constructive feedback for students in this situation. They lack the ‘wraparound’ support of Middlesex students and have no access to the LDU for example. There was some resulting debate as to how we need to develop these critical skills across the board in our students and questions as to how this programme might be adapted for use at the University – watch this space.

Report by Celia Cozens 

Kay Caldwell - Critical Thinking, Analysis and Argument from mdxaltc