Valuing both critical and creative thinking in clinical practice: narrowing the research–practice gap?

摘要: Background. Nurturing critical thinking skills in the classroom is considered an important educational activity. It believed that are transferable and they can be applied practice when appraising, evaluating implementing research. That more nurses than ever before have been judged academically knowledgeable research has not guaranteed transfer of such knowledge to practice. Aim paper. This paper discusses some reasons for failure narrow gap between practice. In particular we argue that, if encouraged develop creative generative alongside their skills, then art nursing will fuller representation education, practice. Discussion. The successful development academic purposes does necessarily mean these used relation either or clinical decision-making. This suggests transferability less straightforward. Indeed, there little narrowing research–practice since students started learn purposes. However, propose context regular events, as journal clubs, contribute developing environment. Conclusions. The reduce only becomes part practitioners' ideology, which includes science nursing. Critical prerequisites disjuncture practice, suggest educators practitioners explore structured ways meeting together appraise literature a possible means making use