Document Type

Article

Department

Pathology and Microbiology

Abstract

Critical thinking (CT) is a phenomenon of worldwide importance and is a desired outcome in higher and professional education. Development of CT is considered a primary responsibility of educators; however, educators find it challenging to foster learners’ CT if their own understanding of CT skills and concepts is not well developed. Limited research is available on how multidisciplinary educators perceive and practice CT. The study aimed to identify perceptions and practices of CT among educators from the disciplines of nursing, medicine, and education in higher education in Karachi, Pakistan. A descriptive exploratory qualitative design was used where 12 purposefully selected educators from three disciplines participated. Semi structured interviews were conducted and content analysis was done. Although the findings revealed four major themes, the focus of this paper is limited to the theme of faculty perceptions. Faculty’s perceptions of nature, acquisition, and application of critical thinking are multidimensional and although the educators were from various disciplines their perceptions of critical thinking were analogous. Thus combined efforts by all multidisciplinary educators in a higher education are needed to assist them to actualize their perceptions to promote CT practices in a classroom setting.

Publication (Name of Journal)

Journal of Nursing Education and Practice

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