The Deep Structure of Situated Thinking in Professionals

Critical and situated thinking in the respiratory care profession were examined through an exploratory factor analysis of the critical thinking behaviors of a sample of 868 respiratory therapists. The respiratory therapists completed a survey instrument containing 44-questions related to how well particular critical thinking behaviors are performed. The questions sought information on the following seven factors involved in critical thinking: prioritizing, anticipating, troubleshooting, communication, decision making, negotiating, and reflecting. The factor analysis established that these seven factors could be narrowed into two broad factors--situated problem solving and communication skills. Analysis of the responses established that the respiratory therapists could be considered to be of three types as follows: (1) individuals called Type 1, with high situated problem-solving skills and high communication skills (377 respondents); (2) individuals called type 2, with low situated problemsolving skills and low communication skills (252 respondents); and (3) individuals called Type 3, with high situated problem-solving skills and low communication skills (239 respondents). The type 1 respiratory therapists tended to work in hospitals, be female, and have more experience in their profession. The type 2 respiratory therapists were mainly female, but being type 2 thinker was not strongly related to years of experience in the profession. The type 3 respiratory therapists tended to be male, work in hospitals, and possibly be socially isolated. (14 references) (MN) Reproductions supplied by EDRS are the best that can be made from the original document. The Deep Structure of Situated Thinking in Professionals cf) Lynda Thomas Goodfellow and Thomas Valentine The University of Georgia, USA Abstract: This study explicates Critical Thinking (CT) in the respiratory care profession. An exploratory factor analysis was performed and seven measured CT behaviors were narrowed to two factors. A cluster analysis followed and three groups of practitioners were found. This empirical typology considerably expands the conception of CT in the professions. This study explicates Critical Thinking (CT) in the respiratory care profession. An exploratory factor analysis was performed and seven measured CT behaviors were narrowed to two factors. A cluster analysis followed and three groups of practitioners were found. This empirical typology considerably expands the conception of CT in the professions. Introduction The theory of critical thinking (CT) has evolved into a multi-faceted body of knowledge concerned with the applications, measurement, and teaching of highly integrated, dialectical thought (Bleedorn, 1993). Situated cognition maintains that learning is rooted in the situation or environment in which a person interacts or participates (Fenwick, 2000). From these two perspectives, knowledge and learning are structured with the setting in which they occur. In the practice of respiratory care, a respiratory therapist (RT) renders services to patients with deficiencies or abnormalities that affect the pulmonary and cardiac systems of the human body. CT and clinical decisions regarding therapy, management, rehabilitation, diagnostic evaluation, education, and care of such patients are required. However, the caliber of these medical decisions is influenced by the clinical situation and may enhance or limit opportunities to improve the quality of life. In the profession of respiratory care, we need a more basic, more elegant understanding of critical and situated thinking to allow us to further describe CT in the profession of respiratory care. This study represents an attempt to appreciate the true nature (or the deep structure) of situated thinking by understanding the differences, if any, in the dimensions identified as CT and provide theoretical clarity by adding to the empirical base developed thus far in the profession of respiratory care. Background Mishoe's (1995) research identified the CT skills and traits of expert registered respiratory therapists (RRTs) working in acute care settings in hospitals. She determined that CT in respiratory care involves the abilities to prioritize, anticipate, troubleshoot, communicate, negotiate, reflect, and make decisions. Mishoe (1996) further reports that the work context and the role of the organization, including managers, must be addressed when attempting to explain or facilitate critical thinking in respiratory care practice. These CT skills and attitudes can be shown to overlay the ways of knowing described in the expert practice of nurses (Benner, 1984; Benner & Tanner, 1987; & Benner, Hooper-Kyriakidis, & Stannard, 1999), to the nature of medical expertise of physicians (Patel & Groen, 1991), and the clinical practice themes in physical therapy practice (Jensen, Gwyer, Jack &' Shaped, 1999). Purpose Of Research This study attempts to explain critical and situated thinking in the respiratory care profession more fully by identifying and describing characteristics or dimensions of RTs in a more meaningful and theoretical way. In order to accomplish that broad purpose, two objectives were undertaken: (a) to discover the empirical dimensions underlying the seven CT skills based on patterns of assessments of CT behaviors, and (b) to describe the identified subgroups in terms of available personal variables or in other words, how does the respiratory therapy population 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY