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Multiple Intelligences in Nursing: A Framework for Nurturing Critical Thinking and Clinical

Judgment Skills in Novice Nurses

ENIOLA GRAY

BSN 436

MS ELISE WEBB.

POST UNIVERSITY

DATE: 09/18/24
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Multiple Intelligences in Nursing: A Framework for Nurturing Critical Thinking and

Clinical Judgment Skills in Novice Nurses

Introduction

Howard Gardner's Theory of Multiple Intelligences challenges the classical conception of

a single general intelligence. These intelligences, which include logical-mathematical,

interpersonal, intrapersonal, and bodily-kinesthetic, play an integral role in how people deal with

information and interact with their environment. It is important to note that such diverse

intelligences are especially relevant in education and mentoring, where personalised approaches

towards teaching can enhance skill development and cognitive growth.

On the other hand, applying multiple intelligences in nursing practice is vital for

nurturing critical thinking and clinical judgment, two crucial skills needed for quality patient care

and sound decision-making. This paper investigates how experienced nurses can apply Gardner's

theory to help novice nurses develop these vital skills, creating better learning environments. By

recognising or accommodating different types of intelligence, mentors can better facilitate

novices' professional development to become adequately prepared for handling the complex

demands of clinical practice (Morgan, 2021).

Importance of Understanding Multiple Intelligences

In education, understanding multiple intelligences is crucial for creating personalised and

effective learning experiences by adjusting the teaching methods according to each student's

strengths. In nursing practice, this understanding is very important to experienced nurses who

mentor novice ones because they can create environments that foster individual growth if they

recognise the differences in their ways of learning. Utilising multiple intelligences, therefore,
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helps mentors facilitate skills acquisition, improve problem-solving skills, and develop

adaptability in complex clinical situations. Such ensures that novice nurses gain cognitive

flexibility, which allows them to make sound clinical judgments and offer quality care to

patients.

Four Types of Intelligences from Gardner's List

Just because logical-mathematical intelligence implies that you can reason, think

critically and solve problems with different degrees of complexity. In nursing, it helps analyse

clinical data and develop informed decisions that affect patients' health care. As a nurse utilises

this intelligence to understand and work effectively with others, it enhances their ability to

communicate and collaborate successfully. In a teamwork environment, nurses ensure they can

communicate with patients, families and colleagues, improving patient outcomes.

A high level of incredibility in one's self-awareness is needed for a nurse to have

intrapersonal intelligence that would enable them to know personal feelings, including those

related to motivations within oneself or the reasons behind them. This type of intelligence plays

an important role in personal development because the nurse may always think about what they

do best or what they should improve on in their practice, leading to better clinical judgement

skills. Bodily-kinesthetic intelligence entails doing things physically but for problem-solving or

performing specific tasks. In clinical settings, nurses with bodily-kinesthetic solid intelligence

are good at hands-on skills, including handling medical equipment, doing physical assessments

and performing manual procedures.

Personal Connection to Two Intelligences

Mentoring new nurses has greatly benefited from using interpersonal intelligence in my

nursing practice. I become their confidant, thus ensuring that a collaborative and supportive
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environment is created for them to feel free when they ask questions or participate in open

discussions with me. Teamwork, essential in patient care, is enhanced through this method as it

also helps their learning.

Equally significant is intrapersonal intelligence, which focuses on self-reflection in

professional development. Self-evaluating strengths and weaknesses is conducted regularly,

allowing for constantly sharpening skills. This habit has also been imparted to new nurses,

enabling them to gain certainty about themselves and clinical decision-making considering the

whole life span and other important factors like moral reasoning.

Positive and Negative Impacts of Using Multiple Intelligences in Mentoring Nurses

Mentoring in nursing that leverages multiple intelligences also makes it possible for

personalised training because it allows expert nurses to train new ones based on their strengths.

A new nurse could benefit from getting adequate hands-on experience if they have a high level

of bodily-kinesthetic intelligence (Wang et al., 2021). There is also a need to develop

interpersonal and logical-mathematical intelligence since this would cultivate critical thinking,

which is essential for decision-making and teamwork in any clinical environment, resulting in

improved patient care (Kim, 2007).

On the contrary, it can have negative impacts. Excessive reliance on a single intelligence

can be limiting, hindering other essential skill sets from developing. For instance, a new nurse

with strong physical-kinesthetic abilities may not perform well in analysing problems without

encouragement. Mentor bias can also occur if an experienced nurse leans too much towards their

style, such as when they overly emphasise analytical tasks due to being strong at logical-

mathematical intelligence. Someone more inclined towards personal interaction could suffer
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from this because the mentor might unknowingly ignore the need for interpersonal skill

development.

Improving the Mentoring Process Using Multiple Intelligences

The early assessment of a novice nurse's intelligence should enhance the mentoring process and

facilitate the identification of their preferred learning styles so that mentors can customise their

teaching strategies accordingly. Different teaching methods, such as logical-mathematical case

studies, bodily-kinesthetic hands-on demonstrations, interpersonal role-playing and intrapersonal

reflective journaling, ensure that various intelligences are addressed and nurtured.

Regular reflection and feedback should enhance self-awareness and growth, supporting

intrapersonal intelligence in novice nurses. In addition, encouraging cross-intelligence

development can also help develop well-rounded skill sets. For instance, a novice nurse with

good logical-mathematical intelligence may be involved in teamwork projects to enhance their

interpersonal skills, thus enabling more balanced professional development (Sheahan et al.,

2015).

Conclusion

Gardner's Theory of Multiple Intelligences is a potent foundation for personalising education and

counselling, particularly in nursing. A seasoned nurse may help novice nurses to think critically

and make sound clinical decisions by identifying individual strengths across a range of

intelligences like logical-mathematical or bodily-kinesthetic ones. Besides acquiring skills, such

a method enables nurses to change with the changing circumstances.

However, an excessive reliance on only one type of intelligence, such as bodily-kinesthetic,

could hamper its growth in developing essential problem-solving skills. To enhance mentorship,

early assessment of nurses' intelligence, using different teaching approaches and far less utilised

intelligence will guarantee a more balanced professional evolution accompanied by improved

patient management.
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References

Kim, H. S. (2007). A Review of Multiple Intelligence Theory and Implications for Nursing

Education. Journal of Korean Academy of Child Health Nursing, 13(4), 427-435.

Morgan, H. (2021). Howard Gardner's multiple intelligences theory and his ideas on promoting

creativity.

Sheahan, L., While, A., & Bloomfield, J. (2015). An exploratory trial exploring the use of a

multiple intelligences teaching approach (MITA) for teaching clinical skills to first-year

undergraduate nursing students. Nurse Education Today, 35(12), 1148-1154.

Wang, M., Zhang, Y. P., & Guo, M. (2021). Development of a cadre of evidence‐based practice

mentors for nurses: What works? Worldviews on Evidence‐Based Nursing, 18(1), 8-14.