Critical Analytical Thinking and Critical Reflective Thinking

Running head: CRITICAL ANALYTICAL THINKING AND CRITICAL REFLECTIVE
THINKING SKILLS 1
Critical Analytical Thinking and Critical Reflective Thinking Skills
Student’s Name
Institutional Affiliation

CRITICAL ANALYTICAL THINKING AND CRITICAL REFLECTIVE THINKING SKILLS
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Discuss how Self -Regulated Learning (SRL) develops and strengthens the use of
both critical analytical thinking and critical reflective thinking skills in student nurses and
supports the lifelong learning that is necessary for ongoing professional development in
dynamic nursing contexts.
Self-regulated learning (SRL) is the procedure for controlling and evaluating one’s habits
and learning. SRL is also described as learning that is aided by self -motivation to learn, strategic
action, and metacognition. Critical analytical thinking, also known as cognition, is the
intellectual function of the brain that functions and disciplines itself while making use of specific
skills (R. A. Kuiper & Pesut, 2004). On the other hand, critical reflective thinking, also known as
metacognition, is whereby one is conscious of self-communication and cognitive monitoring
about various experiences. Markedly, for SRL to be effective, it depends on both the
metacognitive and cognitive skills of a nursing student to be developed. In light of that, a nursing
student would be wrong to pay all their attention to critical thinking without considering the
involvement of reflective thinking (Asegid et al., 2014). Again, paying attention to only
reflective thinking and not considering the involvement of critical thinking in the development of
clinical students thinking is illogical. Furthermore, paying attention to one form of thinking will
mean ignorance of the complex structure of the nursing profession. All things considered, for
self-regulated learning to be effective in supporting the lifelong learning relevant for ongoing
professional development in dynamic nursing students, one must use both critical reflective
thinking and critical analytical thinking skills (Younas, 2017).

CRITICAL ANALYTICAL THINKING AND CRITICAL REFLECTIVE THINKING SKILLS
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The SRL model shows that cognitive procedures, including memory storage and
stimulus-response as illustrated by behavior orientation and information processing, are
controlled, monitored, enhanced, and supported by the implementation of metacognitive
procedures and knowledge. Notably, metacognition is the major cognitive monitoring know-how
utilized in control and manipulation of cognitive procedures and progress. What is more,
metacognition knowledge helps nurses to choose, revise, evaluate or ignore cognitive activities,
objectives, and strategies as compared to their partnership with one another and with their own
capabilities and preference with regards to a firm (R. Kuiper et al., 2017). Furthermore,
metacognition skills involve self-regulated strategy, self-control, internal dialogue, and self-
communication, all of which influences critical thinking while making diagnostic reasoning
when demystifying clinical challenges. Also, due to the relevance of critical thinking, nursing
students were graded in learning institutions using their level of knowledge in critical reasoning
when faced with a complex situation in their profession. In addition, lecturers in nursing schools
set out to ensure that critical requirements are adhered to. As a result, they developed a design
curriculum, measures, and defined concepts to illustrate positive variances in critical reasoning
skills for students in the nursing profession (Hassan, 2016). Also, researchers found that it was
difficult to solve problems utilizing the same level of reasoning that made them.
For instance, research conducted in 2001 showed metacognitive procedures in an
example of nursing students, who illustrated improved argument complexity while attending
‘think aloud’ tasks with patient’s clones. In light of that, nurses in the think-aloud learning
session used both cognition and metacognition to improve argument complexity. Thus, nursing