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An Effective Tool in Stimulating Creative Thought Process

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As all the definitions of critical thinking focus on preparing the students for their real-life problems and making them life-long learners rather than just training them to cope with the college issues. We all must agree that education should make us good citizens and no doubt it seems impossible without having the skills of critical thinking. These skills, to a greater extent, guarantee a bright future, in any field one desires to join, including nursing. These qualities of a critical thinker can be associated with the problem solving and intervention utilized by nurses.

As nurses are continually working with communities, organizations, groups, families, or individuals, critical thinking is the most effective method possible in this chosen career field. The process is utilized “ because it is very easy for a caring person to hear about a situation that needs change and immediately jump in and try to ‘ do something, ” (Suppes, 2003, p. 59). The quality of our thought gives our living standard. We all indulge ourselves in thinking, but much of it is vague, and bias because we are not born with the ability to think critically, rather this skill needs to be polished and nourished.

The critical thinking community, 2009 wrote that “ Excellence in thought, however, must be systematically cultivated. ” Our educational system revolves around the subject matter of the course. Most of the student’ s time is consumed in understanding, evaluating and then being assessed. Sadly, during this process, we forget to educate the learners to question the material, "how to think" or critical thinking is often so subtle that instructors fail to recognize it and students fail to realize its absence. ” (critical thinking. org. 2009)To think open-mindedly and bring about the alternative ways of thinking to the subject matter shall be the real goal of education.

We need teachers who understand and know how to make students critical thinkers. "We should be teaching students how to think. Instead, we are teaching them what to think. "Clement and Lochhead, 1980, Cognitive Process Instruction.

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