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dc.contributor.authorWhiffin, Charlotte Jane
dc.contributor.authorHasselder, Alison
dc.date.accessioned2017-10-13T14:39:34Z
dc.date.available2017-10-13T14:39:34Z
dc.date.issued2013-09-27
dc.identifier.citationWhiffin, C. and Hasselder, A. (2013) 'Making the link between critical appraisal, thinking and analysis', British Journal of Nursing, 22 (14):831.en
dc.identifier.issn9660461
dc.identifier.doi10.12968/bjon.2013.22.14.831
dc.identifier.urihttp://hdl.handle.net/10545/621880
dc.description.abstractNursing has become an all-graduate profession; as such, student nurses must develop their skills of critical analysis. The need to develop critical analytical thinking has been identified as the single most important skill in undergraduate education and reaching the academic requirements of level six study. In degree-level healthcare programmes, students are frequently asked to complete a structured critical appraisal of research. This paper examines how critical appraisal activities can be an opportunity for students to develop transferable critical thinking skills. Critical appraisal teaches objectivity, reflection, logic and discipline, which encourage students to think critically in both theory and practice.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherMark Allen Groupen
dc.relation.urlhttp://www.magonlinelibrary.com/doi/abs/10.12968/bjon.2013.22.14.831en
dc.rightsArchived with thanks to British Journal of Nursingen
dc.subjectAcademic writingen
dc.subjectCritical analysisen
dc.subjectCritical appraisalen
dc.titleMaking the link between critical appraisal, thinking and analysisen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.contributor.departmentUniversity of Suffolken
dc.identifier.journalBritish Journal of Nursingen
refterms.dateFOA2019-02-28T16:08:30Z
html.description.abstractNursing has become an all-graduate profession; as such, student nurses must develop their skills of critical analysis. The need to develop critical analytical thinking has been identified as the single most important skill in undergraduate education and reaching the academic requirements of level six study. In degree-level healthcare programmes, students are frequently asked to complete a structured critical appraisal of research. This paper examines how critical appraisal activities can be an opportunity for students to develop transferable critical thinking skills. Critical appraisal teaches objectivity, reflection, logic and discipline, which encourage students to think critically in both theory and practice.


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