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What Is Creative Problem-Solving & Why Is It Important?

• 01 Feb 2022

One of the biggest hindrances to innovation is complacency—it can be more comfortable to do what you know than venture into the unknown. Business leaders can overcome this barrier by mobilizing creative team members and providing space to innovate.

There are several tools you can use to encourage creativity in the workplace. Creative problem-solving is one of them, which facilitates the development of innovative solutions to difficult problems.

Here’s an overview of creative problem-solving and why it’s important in business.

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What Is Creative Problem-Solving?

Research is necessary when solving a problem. But there are situations where a problem’s specific cause is difficult to pinpoint. This can occur when there’s not enough time to narrow down the problem’s source or there are differing opinions about its root cause.

In such cases, you can use creative problem-solving , which allows you to explore potential solutions regardless of whether a problem has been defined.

Creative problem-solving is less structured than other innovation processes and encourages exploring open-ended solutions. It also focuses on developing new perspectives and fostering creativity in the workplace . Its benefits include:

• Finding creative solutions to complex problems : User research can insufficiently illustrate a situation’s complexity. While other innovation processes rely on this information, creative problem-solving can yield solutions without it.
• Adapting to change : Business is constantly changing, and business leaders need to adapt. Creative problem-solving helps overcome unforeseen challenges and find solutions to unconventional problems.
• Fueling innovation and growth : In addition to solutions, creative problem-solving can spark innovative ideas that drive company growth. These ideas can lead to new product lines, services, or a modified operations structure that improves efficiency.

Creative problem-solving is traditionally based on the following key principles :

1. Balance Divergent and Convergent Thinking

Creative problem-solving uses two primary tools to find solutions: divergence and convergence. Divergence generates ideas in response to a problem, while convergence narrows them down to a shortlist. It balances these two practices and turns ideas into concrete solutions.

2. Reframe Problems as Questions

By framing problems as questions, you shift from focusing on obstacles to solutions. This provides the freedom to brainstorm potential ideas.

3. Defer Judgment of Ideas

When brainstorming, it can be natural to reject or accept ideas right away. Yet, immediate judgments interfere with the idea generation process. Even ideas that seem implausible can turn into outstanding innovations upon further exploration and development.

4. Focus on "Yes, And" Instead of "No, But"

Using negative words like "no" discourages creative thinking. Instead, use positive language to build and maintain an environment that fosters the development of creative and innovative ideas.

Creative Problem-Solving and Design Thinking

Whereas creative problem-solving facilitates developing innovative ideas through a less structured workflow, design thinking takes a far more organized approach.

Design thinking is a human-centered, solutions-based process that fosters the ideation and development of solutions. In the online course Design Thinking and Innovation , Harvard Business School Dean Srikant Datar leverages a four-phase framework to explain design thinking.

The four stages are:

• Clarify: The clarification stage allows you to empathize with the user and identify problems. Observations and insights are informed by thorough research. Findings are then reframed as problem statements or questions.
• Ideate: Ideation is the process of coming up with innovative ideas. The divergence of ideas involved with creative problem-solving is a major focus.
• Develop: In the development stage, ideas evolve into experiments and tests. Ideas converge and are explored through prototyping and open critique.
• Implement: Implementation involves continuing to test and experiment to refine the solution and encourage its adoption.

Creative problem-solving primarily operates in the ideate phase of design thinking but can be applied to others. This is because design thinking is an iterative process that moves between the stages as ideas are generated and pursued. This is normal and encouraged, as innovation requires exploring multiple ideas.

Creative Problem-Solving Tools

While there are many useful tools in the creative problem-solving process, here are three you should know:

Creating a Problem Story

One way to innovate is by creating a story about a problem to understand how it affects users and what solutions best fit their needs. Here are the steps you need to take to use this tool properly.

1. Identify a UDP

Create a problem story to identify the undesired phenomena (UDP). For example, consider a company that produces printers that overheat. In this case, the UDP is "our printers overheat."

2. Move Forward in Time

To move forward in time, ask: “Why is this a problem?” For example, minor damage could be one result of the machines overheating. In more extreme cases, printers may catch fire. Don't be afraid to create multiple problem stories if you think of more than one UDP.

3. Move Backward in Time

To move backward in time, ask: “What caused this UDP?” If you can't identify the root problem, think about what typically causes the UDP to occur. For the overheating printers, overuse could be a cause.

Following the three-step framework above helps illustrate a clear problem story:

• The printer is overused.
• The printer overheats.
• The printer breaks down.

You can extend the problem story in either direction if you think of additional cause-and-effect relationships.

4. Break the Chains

By this point, you’ll have multiple UDP storylines. Take two that are similar and focus on breaking the chains connecting them. This can be accomplished through inversion or neutralization.

• Inversion: Inversion changes the relationship between two UDPs so the cause is the same but the effect is the opposite. For example, if the UDP is "the more X happens, the more likely Y is to happen," inversion changes the equation to "the more X happens, the less likely Y is to happen." Using the printer example, inversion would consider: "What if the more a printer is used, the less likely it’s going to overheat?" Innovation requires an open mind. Just because a solution initially seems unlikely doesn't mean it can't be pursued further or spark additional ideas.
• Neutralization: Neutralization completely eliminates the cause-and-effect relationship between X and Y. This changes the above equation to "the more or less X happens has no effect on Y." In the case of the printers, neutralization would rephrase the relationship to "the more or less a printer is used has no effect on whether it overheats."

Even if creating a problem story doesn't provide a solution, it can offer useful context to users’ problems and additional ideas to be explored. Given that divergence is one of the fundamental practices of creative problem-solving, it’s a good idea to incorporate it into each tool you use.

Brainstorming

Brainstorming is a tool that can be highly effective when guided by the iterative qualities of the design thinking process. It involves openly discussing and debating ideas and topics in a group setting. This facilitates idea generation and exploration as different team members consider the same concept from multiple perspectives.

Hosting brainstorming sessions can result in problems, such as groupthink or social loafing. To combat this, leverage a three-step brainstorming method involving divergence and convergence :

• Have each group member come up with as many ideas as possible and write them down to ensure the brainstorming session is productive.
• Continue the divergence of ideas by collectively sharing and exploring each idea as a group. The goal is to create a setting where new ideas are inspired by open discussion.
• Begin the convergence of ideas by narrowing them down to a few explorable options. There’s no "right number of ideas." Don't be afraid to consider exploring all of them, as long as you have the resources to do so.

Alternate Worlds

The alternate worlds tool is an empathetic approach to creative problem-solving. It encourages you to consider how someone in another world would approach your situation.

For example, if you’re concerned that the printers you produce overheat and catch fire, consider how a different industry would approach the problem. How would an automotive expert solve it? How would a firefighter?

Be creative as you consider and research alternate worlds. The purpose is not to nail down a solution right away but to continue the ideation process through diverging and exploring ideas.

Continue Developing Your Skills

Whether you’re an entrepreneur, marketer, or business leader, learning the ropes of design thinking can be an effective way to build your skills and foster creativity and innovation in any setting.

If you're ready to develop your design thinking and creative problem-solving skills, explore Design Thinking and Innovation , one of our online entrepreneurship and innovation courses. If you aren't sure which course is the right fit, download our free course flowchart to determine which best aligns with your goals.

About the Author

The Peak Performance Center

The pursuit of performance excellence, critical thinking vs. creative thinking.

Creative thinking is a way of looking at problems or situations from a fresh perspective to conceive of something new or original.

Critical thinking is the logical, sequential disciplined process of rationalizing, analyzing, evaluating, and interpreting information to make informed judgments and/or decisions.

Critical Thinking vs. Creative Thinking – Key Differences

• Creative thinking tries to create something new, while critical thinking seeks to assess worth or validity of something that already exists.
• Creative thinking is generative, while critical thinking is analytical.
• Creative thinking is divergent, while critical thinking is convergent.
• Creative thinking is focused on possibilities, while critical thinking is focused on probability.
• Creative thinking is accomplished by disregarding accepted principles, while critical thinking is accomplished by applying accepted principles.

About Creative Thinking

Creative thinking is a process utilized to generate lists of new, varied and unique ideas or possibilities. Creative thinking brings a fresh perspective and sometimes unconventional solution to solve a problem or address a challenge.  When you are thinking creatively, you are focused on exploring ideas, generating possibilities, and/or developing various theories.

Creative thinking can be performed both by an unstructured process such as brainstorming, or by a structured process such as lateral thinking.

Brainstorming is the process for generating unique ideas and solutions through spontaneous and freewheeling group discussion. Participants are encouraged to think aloud and suggest as many ideas as they can, no matter how outlandish it may seem.

Lateral thinking uses a systematic process that leads to logical conclusions. However, it involves changing a standard thinking sequence and arriving at a solution from completely different angles.

No matter what process you chose, the ultimate goal is to generate ideas that are unique, useful and worthy of further elaboration. Often times, critical thinking is performed after creative thinking has generated various possibilities. Critical thinking is used to vet those ideas to determine if they are practical.

Creative Thinking Skills

• Open-mindedness
• Flexibility
• Imagination
• Adaptability
• Risk-taking
• Originality
• Elaboration
• Brainstorming

About Critical Thinking

Critical thinking is the process of actively analyzing, interpreting, synthesizing, evaluating information gathered from observation, experience, or communication. It is thinking in a clear, logical, reasoned, and reflective manner to make informed judgments and/or decisions.

Critical thinking involves the ability to:

• remain objective

In general, critical thinking is used to make logical well-formed decisions after analyzing and evaluating information and/or an array of ideas.

On a daily basis, it can be used for a variety of reasons including:

• to form an argument
• to articulate and justify a position or point of view
• to reduce possibilities to convergent toward a single answer
• to vet creative ideas to determine if they are practical
• to judge an assumption
• to solve a problem
• to reach a conclusion

Critical Thinking Skills

• Interpreting
• Integrating
• Contrasting
• Classifying
• Forecasting
• Hypothesizing

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Creative Thinking Definition

Creative thinking examples, why is creative thinking important, how to include creative thinking skills in a job application, how to build creativity, what is creative thinking definition and examples.

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Table of Contents

Creative thinking is the ability to come up with unique, original solutions. Also known as creative problem-solving, creative thinking is a valuable and marketable soft skill in a wide variety of careers. Here’s what you need to know about creative thinking at work and how to use it to land a job. 

Creative thinking is all about developing innovative solutions to problems. Creative thinkers brainstorm not only a large number of ideas but also a variety and range of them. In the workplace, creative thinking is highly valuable because employers look to hire innovative employees who can help them solve the company’s problems.

So, what does creative thinking in the workplace look like? First, a creative person brainstorms their ideas, then they’ll experiment with them. They look at ideas from multiple perspectives and examine how their solutions fit into the scope of what they’re working on. Creative thinkers aren’t afraid to take risks and try new ideas. In fact, this ability to develop, test, and implement original solutions makes them a valuable asset to just about any workplace. 

Creative thinking in the workplace might look like:

• Holding an interactive brainstorm to gather initial thoughts on a project
• Evaluating a current process and offering suggestions on how to improve it
• Researching other ways to market a product and leading experiments on new marketing channels
• Developing an innovative way to reach out to prospective clients
• Identifying a unique opportunity to promote the company brand and developing a strategy to do so
• Discovering a new way to measure a product initiative’s success and using learnings to iterate on the next version

Finding patterns in a company’s revenue growth and using data trends to strategize a new sales plan  

Creative thinking includes the process of innovative problem-solving — from analyzing the facts to brainstorming to working with others. Creative thinking examples include analytical skills, innovation, and collaboration.

Analytical Skills

Analytical skills are problem-solving skills that help you sort through facts, data, and information to develop rational solutions. These skills aid you in the first part of the creative thinking process as you brainstorm and start to generate ideas. 

Analytical skills include:

• Data analysis
• Forecasting
• Interpreting
• Communication

Innovation is the ability to come up with something new; however, you don’t need to develop the first flying car to be an innovative thinker. “Something new” at work might mean a method you haven’t tried before or experimenting with an unfamiliar process. Innovators in the workplace aren’t afraid to step away from tradition and explore something original, even if it might fail. 

Innovation skills include:

• Risk-taking
• Brainstorming
• Critical thinking

Collaboration

Creative thinking doesn’t have to happen alone; you might have your most creative ideas when bouncing your work off others. Collaboration skills ensure you consider multiple perspectives and ways of thinking when you develop and refine ideas.

Collaboration skills include:

• Written and verbal communication
• Active listening
• Inclusivity

A soft skill like creative thinking will always be valuable to employers, whether you’re looking for a marketing job or trying to land a career in finance . Employers need employees who can develop and experiment with new ideas to help them solve complex problems. 

“Many employers seek candidates that are analytical and outside-the-box thinkers which are iterations of creative thinking skills,” says Alejandra Garcia, manager, alumni college and career success at Code2College and Forage content development partner. “Thus, creative thinking, creative problem solving, innovative thinking, and analytical skills are all valuable in the current workplace — these skills are especially important in our ever-changing workplaces with new emerging technologies.”

The data supports this idea, too. According to the World Economic Forum’s 2023 Future of Jobs report , creative thinking is the second most important skill for workers in 2023, preceded only by analytical skills. Other top skills include soft skills like resilience, flexibility and agility, motivation and self-awareness, and curiosity and lifelong learning .

“The ability to navigate new challenges quickly can benefit any workplace!” Laura Fontenot, resume writing expert, ACRW, and CPRW, says. “The current world of work is fast-paced, technically driven, and constantly changing. Being intuitive, creative, driven, and a problem solver are key.”

If creative thinking is one of the top soft skills employers look for, how do you show you have it in a job application? The key is to prove these skills through examples of how you’ve used them rather than just naming them.

On a Resume

While creative thinking is a skill employers might look for, you don’t necessarily need to write “creative thinking” on your resume to show you have this skill. Instead, it’s better to demonstrate how you’ve used creative thinking skills to drive results.

“Think of your best mental strengths,” says Fontenot. “Are you a great problem solver? Do you understand how to phrase things differently? Can you learn a new skill quickly? Those questions can help you find great words for the resume . Consider adding things like problem-solving, intuition, collaboration, fast learner, organized, or communication.”

Log in to view and download a customizable resume template with examples of how to include creative thinking skills:

On Your Professional Profiles

You can show these skills outside of your resume in creative ways — including on your LinkedIn profile and website (if you have one!).

“Early professionals can make creative thinking a part of their professional brand by explicitly adding creative thinking or creative problem solving to their list of skills on their resumes and LinkedIn profiles — this will help with ATS optimizations,” Garcia advises. 

Yet beyond just listing this skill, Garcia adds that you can provide real proof of your creativity online, too.

“Consider adding projects or an online portfolio website link to your resume and LinkedIn where you can showcase projects you’ve worked on that demonstrate their problem-solving skills.”

In the Interview

In the interview , make sure you can describe your workflow and process for these projects or any other situation when you’ve used creative thinking. Elaborate how you brainstormed ideas, what range of ideas you had, how you tested and experimented, and how you decided on a final solution. 

It’s best to use the STAR method to structure your answers. This will ensure you clearly explain the situation and the results you brought by using your creative thinking skills.

>>MORE: Prepare to speak about your soft skills by practicing answers to commonly asked behavioral interview questions .

1. Put Yourself in a Box

Creative thinking is about “thinking outside the box,” but putting limitations on your problem-solving can help you think more freely and innovatively. For example, if someone tells you to make dinner, you may struggle to come up with a meal you don’t always cook. Yet if they ask you to make a hot dinner with three specific ingredients and two spices, you’ll more likely come up with something original. 

Putting yourself inside a box can help expand your thinking, whether that’s by telling yourself you need to include three charts in your presentation or giving yourself a strict word count for an article.

2. Switch up Your Routine

Routine can be a great productivity booster, but it also can get in the way of your creativity. So, switch up your routine for one project, day, or even an hour. This can be something as small as where you’re physically sitting when you do your work or something as big as your process for approaching projects. Challenging yourself to do something different will help you find creative ways to adapt to your new environment.

3. Challenge What’s Currently Working

Think about how you might expand or improve upon a current process. What would you do if you had more resources, whether that’s time, money, or another expert? What would you do if you had fewer resources? If this project was taking place at a different time of year? If the target audience was different? Imagining these different potential scenarios will force you to problem-solve and adjust for various (very possible!) circumstances. 

4. Find Inspiration

Creative thinking doesn’t happen in a bubble. It’s vital to ask for others’ opinions and ideas. Creative thinkers consider multiple perspectives and are curious about how others think. Ask your colleague about their work processes, whether it’s how they research for a client deliverable or how they approach meeting an external buyer. 

5. Ask for Feedback

The best way to improve a skill is to get feedback from others on how you’re using it — and you don’t need to set up a formal feedback session to do so. Instead, ask questions when you’re working with others about your work. Keep these questions open-ended and lead with curiosity instead of looking for a specific answer. What did they think of how you led the brainstorm? What would they have done differently? What strikes them about the final product? Keep an open mind and remember not to take the feedback personally. It’s an opportunity to grow, and growing those skills might just help you land your next job!

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Creative Problem Solving

What is creative problem solving.

Creative problem solving (CPS) is a process that design teams use to generate ideas and solutions in their work. Designers and design teams apply an approach where they clarify a problem to understand it, ideate to generate good solutions, develop the most promising one, and implement it to create a successful solution for their brand’s users.  

© Creative Education Foundation, Fair Use

Why is Creative Problem Solving in UX Design Important?

Creative thinking and problem solving are core parts of user experience (UX) design. Note: the abbreviation “CPS” can also refer to cyber-physical systems. Creative problem solving might sound somewhat generic or broad. However, it’s an ideation approach that’s extremely useful across many industries.  

Not strictly a UX design-related approach, creative problem solving has its roots in psychology and education. Alex Osborn—who founded the Creative Education Foundation and devised brainstorming techniques—produced this approach to creative thinking in the 1940s. Along with Sid Parnes, he developed the Osborn-Parnes Creative Problem Solving Process. It was a new, systematic approach to problem solving and creativity fostering.  

Osborn’s CPS Process.

© IdeaSandbox.com, Fair Use

The main focus of the creative problem solving model is to improve creative thinking and generate novel solutions to problems. An important distinction exists between it and a UX design process such as design thinking. It’s that designers consider user needs in creative problem solving techniques, but they don’t necessarily have to make their users’ needs the primary focus. For example, a design team might trigger totally novel ideas from random stimuli—as opposed to working systematically from the initial stages of empathizing with their users. Even so, creative problem solving methods still tend to follow a process with structured stages. 

What are 4 Stages of Creative Problem Solving?

The model, adapted from Osborn’s original, typically features these steps:  

Clarify: Design teams first explore the area they want to find a solution within. They work to spot the challenge, problem or even goal they want to identify. They also start to collect data or information about it. It’s vital to understand the exact nature of the problem at this stage. So, design teams must build a clear picture of the issue they seek to tackle creatively. When they define the problem like this, they can start to question it with potential solutions.  

Ideate: Now that the team has a grasp of the problem that faces them, they can start to work to come up with potential solutions. They think divergently in brainstorming sessions and other ways to solve problems creatively, and approach the problem from as many angles as they can.  

Develop: Once the team has explored the potential solutions, they evaluate these and find the strongest and weakest qualities in each. Then, they commit to the one they decide is the best option for the problem at hand.  

Implement: Once the team has decided on the best fit for what they want to use, they discuss how to put this solution into action. They gauge its acceptability for stakeholders. Plus, they develop an accurate understanding of the activities and resources necessary to see it become a real, bankable solution.  

What Else does CPS Involve?

© Interaction Design Foundation, CC BY-SA 4.0

Two keys to the enterprise of creative problem solving are:  

Divergent Thinking

This is an ideation mode which designers leverage to widen their design space when they start to search for potential solutions. They generate as many new ideas as possible using various methods. For example, team members might use brainstorming or bad ideas to explore the vast area of possibilities. To think divergently means to go for:  

Quantity over quality: Teams generate ideas without fear of judgment (critically evaluating these ideas comes later). 

Novel ideas: Teams use disruptive and lateral thinking to break away from linear thinking and strive for truly original and extraordinary ideas.  

Choice creation: The freedom to explore the design space helps teams maximize their options, not only regarding potential solutions but also about how they understand the problem itself.  

Author and Human-Computer Interactivity Expert, Professor Alan Dix explains some techniques that are helpful for divergent thinking:  

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Convergent Thinking

This is the complementary half of the equation. In this ideation mode, designers analyze, filter, evaluate, clarify and modify the ideas they generated during divergent thinking. They use analytical, vertical and linear thinking to isolate novel and useful ideas, understand the design space possibilities and get nearer to potential solutions that will work best. The purpose with convergent thinking is to carefully and creatively:  

Look past logical norms (which people use in everyday critical thinking). 

Examine how an idea stands in relation to the problem.  

Understand the real dimensions of that problem.    

Professor Alan Dix explains convergent thinking in this video:  

What are the Benefits of Creative Problem Solving?

Design teams especially can benefit from this creative approach to problem solving because it:  

Empowers teams to arrive at a fine-grained definition of the problem they need to ideate over in a given situation.  

Gives a structured, learnable way to conduct problem-solving activities and direct them towards the most fruitful outcomes.  

Involves numerous techniques such as brainstorming and SCAMPER, so teams have more chances to explore the problem space more thoroughly.  

Can lead to large numbers of possible solutions thanks to a dedicated balance of divergent and convergent thinking.  

Values and nurtures designers and teams to create innovative design solutions in an accepting, respectful atmosphere.  

Is a collaborative approach that enables multiple participants to contribute—which makes for a positive environment with buy-in from those who participate.  

Enables teams to work out the most optimal solution available and examine all angles carefully before they put it into action.  

Is applicable in various contexts—such as business, arts and education—as well as in many areas of life in general.  

It’s especially crucial to see the value of creative problem solving in how it promotes out-of-the-box thinking as one of the valuable ingredients for teams to leverage.   

Watch as Professor Alan Dix explains how to think outside the box:  

How to Conduct Creative Problem Solving Best?

It’s important to point out that designers should consider—and stick to—some best practices when it comes to applying creative problem solving techniques. They should also adhere to some “house rules,” which the facilitator should define in no uncertain terms at the start of each session. So, designers and design teams should:  

Define the chief goal of the problem-solving activity: Everyone involved should be on the same page regarding their objective and what they want to achieve, why it’s essential to do it and how it aligns with the values of the brand. For example, SWOT analysis can help with this. Clarity is vital in this early stage.  Before team members can hope to work on ideating for potential solutions, they must recognize and clearly identify what the problem to tackle is.  

Have access to accurate information: A design team must be up to date with the realities that their brand faces, realities that their users and customers face, as well as what’s going on in the industry and facts about their competitors. A team must work to determine what the desired outcome is, as well as what the stakeholders’ needs and wants are. Another factor to consider in detail is what the benefits and risks of addressing a scenario or problem are—including the pros and cons that stakeholders and users would face if team members direct their attention on a particular area or problem.   

Suspend judgment: This is particularly important for two main reasons. For one, participants can challenge assumptions that might be blocking healthy ideation when they suggest ideas or elements of ideas that would otherwise seem of little value through a “traditional” lens. Second, if everyone’s free to suggest ideas without constraints, it promotes a calmer environment of acceptance—and so team members will be more likely to ideate better. Judgment will come later, in convergent thinking when the team works to tighten the net around the most effective solution. So, everyone should keep to positive language and encourage improvisational tactics—such as “yes…and”—so ideas can develop well.  

Balance divergent and convergent thinking: It’s important to know the difference between the two styles of thinking and when to practice them. This is why in a session like brainstorming, a facilitator must take control of proceedings and ensure the team engages in distinct divergent and convergent thinking sessions.  

Approach problems as questions: For example, “How Might We” questions can prompt team members to generate a great deal of ideas. That’s because they’re open-ended—as opposed to questions with “yes” or “no” answers. When a team frames a problem so freely, it permits them to explore far into the problem space so they can find the edges of the real matter at hand.  

UX Strategist and Consultant, William Hudson explains “How Might We” questions in this video:  

Use a variety of ideation methods: For example, in the divergent stage, teams can apply methods such as random metaphors or bad ideas to venture into a vast expanse of uncharted territory. With random metaphors, a team prompts innovation by drawing creative associations. With bad ideas, the point is to come up with ideas that are weird, wild and outrageous, as team members can then determine if valuable points exist in the idea—or a “bad” idea might even expose flaws in conventional ways of seeing problems and situations.  

Professor Alan Dix explains important points about bad ideas:  

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What Special Considerations Should Designers Have for CPS?

Creative problem solving isn’t the only process design teams consider when thinking of potential risks. Teams that involve themselves in ideation sessions can run into problems, especially if they aren’t aware of them. Here are the main areas to watch:  

Bias is natural and human. Unfortunately, it can get in the way of user research and prevent a team from being truly creative and innovative. What’s more, it can utterly hinder the iterative process that should drive creative ideas to the best destinations. Bias takes many forms. It can rear its head without a design team member even realizing it. So, it’s vital to remember this and check it. One team member may examine an angle of the problem at hand and unconsciously view it through a lens. Then, they might voice a suggestion without realizing how they might have framed it for team members to hear. Another risk is that other team members might, for example, apply confirmation bias and overlook important points about potential solutions because they’re not in line with what they’re looking for.  

Professor Alan Dix explains bias and fixation as obstacles in creative problem solving examples, and how to overcome them:  

Conventionalism

Even in the most hopeful ideation sessions, there’s the risk that some team members may slide back to conventional ways to address a problem. They might climb back inside “the box” and not even realize it. That’s why it’s important to mindfully explore new idea territories around the situation under scrutiny and not merely toy with the notion while clinging to a default “traditional” approach, just because it’s the way the brand or others have “always done things.”   

Dominant Personalities and Rank Pulling

As with any group discussion, it’s vital for the facilitator to ensure that everyone has the chance to contribute. Team members with “louder” personalities can dominate the discussions and keep quieter members from offering their thoughts. Plus, without a level playing field, it can be hard for more junior members to join in without feeling a sense of talking out of place or even a fear of reprisal for disagreeing with senior members.  

Another point is that ideation sessions naturally involve asking many questions, which can bring on two issues. First, some individuals may over-defend their ideas as they’re protective of them. Second, team members may feel self-conscious as they might think if they ask many questions that it makes them appear frivolous or unintelligent. So, it’s vital for facilitators to ensure that all team members can speak up and ask away, both in divergent thinking sessions when they can offer ideas and convergent thinking sessions when they analyze others’ ideas.  

Premature Commitment

Another potential risk to any creativity exercise is that once a team senses a solution is the “best” one, everyone can start to shut off and overlook the chance that an alternative may still arise. This could be a symptom of ideation fatigue or a false consensus that a proposed solution is infallible. So, it’s vital that team members keep open minds and try to catch potential issues with the best-looking solution as early as possible. The key is an understanding of the need for iteration—something that’s integral to the design thinking process, for example.   

Overall, creative problem solving can help give a design team the altitude—and attitude—they need to explore the problem and solution spaces thoroughly. Team members can leverage a range of techniques to trawl through the hordes of possibilities that exist for virtually any design scenario. As with any method or tool, though, it takes mindful application and awareness of potential hazards to wield it properly. The most effective creative problem-solving sessions will be ones that keep “creative,” “problem” and “solving” in sharp focus until what emerges for the target audience proves to be more than the sum of these parts.  

Learn More About Creative Problem Solving

Take our course, Creativity: Methods to Design Better Products and Services . 

Watch our Master Class Harness Your Creativity To Design Better Products with Alan Dix, Professor, Author and Creativity Expert. 

Read our piece, 10 Simple Ideas to Get Your Creative Juices Flowing . 

Go to Exploring the Art of Innovation: Design Thinking vs. Creative Problem Solving by Marcino Waas for further details. 

Consult Creative Problem Solving by Harrison Stamell for more insights.  

Read The Osborn Parnes Creative Problem-Solving Process by Leigh Espy for additional information.  

See History of the creative problem-solving process by Jo North for more on the history of Creative Problem Solving. 

Questions about Creative Problem Solving

To start with, work to understand the user’s needs and pain points. Do your user research—interviews, surveys and observations are helpful, for instance. Analyze this data so you can spot patterns and insights. Define the problem clearly—and it needs to be extremely clear for the solution to be able to address it—and make sure it lines up with the users’ goals and your project’s objectives. 

You and your design team might hold a brainstorming session. It could be a variation such as brainwalking—where you move about the room ideating—or brainwriting, where you write down ideas. Alternatively, you could try generating weird and wonderful notions in a bad ideas ideation session. 

There’s a wealth of techniques you can use. In any case, engage stakeholders in brainstorming sessions to bring different perspectives on board the team’s trains of thought. What’s more, you can use tools like a Problem Statement Template to articulate the problem concisely. 

Take our course, Creativity: Methods to Design Better Products and Services . 

Watch as Author and Human-Computer Interaction Expert, Professor Alan Dix explains important points about bad ideas:  

Some things you might try are:  1. Change your environment: A new setting can stimulate fresh ideas. So, take a walk, visit a different room, or work outside. 

2. Try to break the problem down into smaller parts: Focus on just one piece at a time—that should make the task far less overwhelming. Use techniques like mind mapping so you can start to visualize connections and come up with ideas. 

3. Step away from work and indulge in activities that relax your mind: Is it listening to music for you? Or how about drawing? Or exercising? Whatever it is, if you break out of your routine and get into a relaxation groove, it can spark new thoughts and perspectives. 

4. Collaborate with others: Discuss the problem with colleagues, stakeholders, or—as long as you don’t divulge sensitive information or company secrets—friends. It can help you to get different viewpoints, and sometimes those new angles and fresh perspectives can help unlock a solution. 

5. Set aside dedicated time for creative thinking: Take time to get intense with creativity; prevent distractions and just immerse yourself in the problem as fully as you can with your team. Use techniques like brainstorming or the "Six Thinking Hats" to travel around the problem space and explore a wealth of angles. 

Remember, a persistent spirit and an open mind are key; so, keep experimenting with different approaches until you get that breakthrough. 

Watch as Professor Alan Dix explains important aspects of creativity and how to handle creative blocks: 

Read our piece, 10 Simple Ideas to Get Your Creative Juices Flowing . 

Watch as Professor Alan Dix explains the Six Thinking Hats ideation technique. 

Creative thinking is about coming up with new and innovative ideas by looking at problems from different angles—and imagining solutions that are truly fresh and unique. It takes an emphasis on divergent thinking to get “out there” and be original in the problem space. You can use techniques like brainstorming, mind mapping and free association to explore hordes of possibilities, many of which might be “hiding” in obscure corners of your—or someone on your team’s—imagination. 

Critical thinking is at the other end of the scale. It’s the convergent half of the divergent-convergent thinking approach. In that approach, once the ideation team have hauled in a good catch of ideas, it’s time for team members to analyze and evaluate these ideas to see how valid and effective each is. Everyone strives to consider the evidence, draw logical connections and eliminate any biases that could be creeping in to cloud judgments. Accuracy, sifting and refining are watchwords here. 

Watch as Professor Alan Dix explains divergent and convergent thinking: 

The tools you can use are in no short supply, and they’re readily available and inexpensive, too. Here are a few examples: 

Tools like mind maps are great ways to help you visualize ideas and make connections between them and elements within them. Try sketching out your thoughts and see how they relate to each other—you might discover unexpected gems, or germs of an idea that can splinter into something better, with more thought and development. 

The SCAMPER technique is another one you can try. It can help you catapult your mind into a new idea space as you Substitute, Combine, Adapt, Modify, Put to another use, Eliminate, and Reverse aspects of the problem you’re considering. 

The “5 Whys” technique is a good one to drill down to root causes with. Once you’ve spotted a problem, you can start working your way back to see what’s behind it. Then you do the same to work back to the cause of the cause. Keep going; usually five times will be enough to see what started the other problems as the root cause. 

Watch as the Father of UX Design, Don Norman explains the 5 Whys technique: 

Read all about SCAMPER in our topic definition of it. 

It’s natural for some things to get in the way of being creative in the face of a problem. It can be challenging enough to ideate creatively on your own, but it’s especially the case in group settings. Here are some common obstacles: 

1. Fear of failure or appearing “silly”: when people worry about making mistakes or sounding silly, they avoid taking risks and exploring new ideas. This fear stifles creativity. That’s why ideation sessions like bad ideas are so valuable—it turns this fear on its head. 

2. Rigid thinking: This can also raise itself as a high and thick barrier. If someone in an ideation session clings to established ways to approach problems (and potential solutions), it can hamper their ability to see different perspectives, let alone agree with them. They might even comment critically to dampen what might just be the brightest way forward. It takes an open mind and an awareness of one’s own bias to overcome this. 

3. Time pressure and resource scarcity: When a team has tight deadlines to work to, they may rush to the first workable solution and ignore a wide range of possibilities where the true best solution might be hiding. That’s why stakeholders and managers should give everyone enough time—as well as any needed tools, materials and support—to ideate and experiment. The best solution is in everybody’s interest, after all.  

It takes a few ingredients to get the environment just right for creative problem solving:  

Get in the mood for creativity: This could be a relaxing activity before you start your session, or a warm-up activity in the room. Then, later, encourage short breaks—they can rejuvenate the mind and help bring on fresh insights.  

Get the physical environment just right for creating problem solving: You and your team will want a comfortable and flexible workspace—preferably away from your workstations. Make sure the room is one where people can collaborate easily and also where they can work quietly. A meeting room is good as it will typically have room for whiteboards and comfortable space for group discussion. Note: you’ll also need sticky notes and other art supplies like markers. 

Make the atmosphere conducive for creative problem solving: Someone will need to play facilitator so everyone has some ground rules to work with. Encourage everyone to share ideas, that all ideas are valuable, and that egos and seniority have no place in the room. Of course, this may take some enforcement and repetition—especially as "louder" team members may try to dominate proceedings, anyway, and others may be self-conscious about sounding "ridiculous." 

Make sure you’ve got a diverse team: Diversity means different perspectives, which means richer and more innovative solutions can turn up. So, try to include individuals with different backgrounds, skills and viewpoints—sometimes, non-technical mindsets can spot ideas and points in a technical realm, which experienced programmers might miss, for instance. 

Watch our Master Class Harness Your Creativity To Design Better Products with Alan Dix, Professor, Author and Creativity Expert. 

Ideating alone? Watch as Professor Alan Dix gives valuable tips about how to nurture creativity: 

• Copyright holder: GerritR. Appearance time: 6:54 - 6:59 Copyright license and terms: CC-BY-SA-4.0 Link: https://commons.wikimedia.org/wiki/File:Blick_auf_das_Dylan_Thomas_Boathouse_und_die_Trichterm%C3%BCndung_des_Taf,_Wales.jpg

Research plays a crucial role in any kind of creative problem solving, and in creative problem solving itself it’s about collecting information about the problem—and, by association, the users themselves. You and your team members need to have a well-defined grasp of what you’re facing before you can start reaching out into the wide expanses of the idea space.  

Research helps you lay down a foundation of knowledge and avoid reinventing the wheel. Also, if you study existing solutions and industry trends, you’ll be able to understand what has worked before and what hasn't.  

What’s more, research is what will validate the ideas that come out of your ideation efforts. From testing concepts and prototypes with real users, you’ll get precious input about your creative solutions so you can fine-tune them to be innovative and practical—and give users what they want in a way that’s fresh and successful. 

Watch as UX Strategist and Consultant, William Hudson explains important points about user research: 

First, it’s crucial for a facilitator to make sure the divergent stage of the creative problem solving is over and your team is on to the convergent stage. Only then should any analysis happen.  

If others are being critical of your creative solutions, listen carefully and stay open-minded. Look on it as a chance to improve, and don’t take it personally. Indeed, the session facilitator should moderate to make sure everyone understands the nature of constructive criticism.  

If something’s unclear, be sure to ask the team member to be more specific, so you can understand their points clearly. 

Then, reflect on what you’ve heard. Is it valid? Something you can improve or explain? For example, in a bad ideas session, there may be an aspect of your idea that you can develop among the “bad” parts surrounding it. 

So, if you can, clarify any misunderstandings and explain your thought process. Just stay positive and calm and explain things to your critic and other team member. The insights you’ve picked up may strengthen your solution and help to refine it. 

Last—but not least—make sure you hear multiple perspectives. When you hear from different team members, chances are you’ll get a balanced view. It can also help you spot common themes and actionable improvements you might make. 

Watch as Todd Zaki Warfel, Author, Speaker and Leadership Coach, explains how to present design ideas to clients, a valuable skill in light of discussing feedback from stakeholders. 

Lateral thinking is a technique where you approach problems from new and unexpected angles. It encourages you to put aside conventional step-by-step logic and get “out there” to explore creative and unorthodox solutions. Author, physician and commentator Edward de Bono developed lateral thinking as a way to help break free from traditional patterns of thought. 

In creative problem solving, you can use lateral thinking to come up with truly innovative ideas—ones that standard logical processes might overlook. It’s about bypassing these so you can challenge assumptions and explore alternatives that point you and your team to breakthrough solutions. 

You can use techniques like brainstorming to apply lateral thinking and access ideas that are truly “outside the box” and what your team, your brand and your target audience really need to work on. 

Professor Alan Dix explains lateral thinking in this video: 

1. Baer, J. (2012). Domain Specificity and The Limits of Creativity Theory . The Journal of Creative Behavior, 46(1), 16–29.   John Baer's influential paper challenged the notion of a domain-general theory of creativity and argued for the importance of considering domain-specific factors in creative problem solving. This work has been highly influential in shaping the understanding of creativity as a domain-specific phenomenon and has implications for the assessment and development of creativity in various domains. 

2. Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity . Creativity Research Journal, 24(1), 92–96.   Mark A. Runco and Gerard J. Jaeger's paper proposed a standard definition of creativity, which has been widely adopted in the field. They defined creativity as the production of original and effective ideas, products, or solutions that are appropriate to the task at hand. This definition has been influential in providing a common framework for creativity research and assessment. 

1. Fogler, H. S., LeBlanc, S. E., & Rizzo, B. (2014). Strategies for Creative Problem Solving (3rd ed.). Prentice Hall. 

This book focuses on developing creative problem-solving strategies, particularly in engineering and technical contexts. It introduces various heuristic problem-solving techniques, optimization methods, and design thinking principles. The authors provide a systematic framework for approaching ill-defined problems, generating and implementing solutions, and evaluating the outcomes. With its practical exercises and real-world examples, this book has been influential in equipping professionals and students with the skills to tackle complex challenges creatively. 

2. De Bono, E. (1985). Six Thinking Hats . Little, Brown and Company.   

Edward de Bono's Six Thinking Hats introduces a powerful technique for parallel thinking and decision-making. The book outlines six different "hats" or perspectives that individuals can adopt to approach a problem or situation from various angles. This structured approach encourages creative problem-solving by separating different modes of thinking, such as emotional, logical, and creative perspectives. De Bono's work has been highly influential in promoting lateral thinking and providing a practical framework for group problem solving. 

3. Osborn, A. F. (1963). Applied Imagination: Principles and Procedures of Creative Problem-Solving (3rd ed.). Charles Scribner's Sons.  

Alex F. Osborn's Applied Imagination is a pioneering work that introduced the concept of brainstorming and other creative problem-solving techniques. Osborn emphasized how important it is to defer judgment and generate a large quantity of ideas before evaluating them. This book laid the groundwork for many subsequent developments in the field of creative problem-solving, and it’s been influential in promoting the use of structured ideation processes in various domains. 

Answer a Short Quiz to Earn a Gift

What is the first stage in the creative problem-solving process?

• Implementation
• Idea Generation
• Problem Identification

Which technique is commonly used during the idea generation stage of creative problem-solving?

• Brainstorming
• Prototyping

What is the main purpose of the evaluation stage in creative problem-solving?

• To generate as many ideas as possible
• To implement the solution
• To assess the feasibility and effectiveness of ideas

In the creative problem-solving process, what often follows after implementing a solution?

• Testing and Refinement

Which stage in the creative problem-solving process focuses on generating multiple possible solutions?

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Literature on Creative Problem Solving

Here’s the entire UX literature on Creative Problem Solving by the Interaction Design Foundation, collated in one place:

Learn more about Creative Problem Solving

Take a deep dive into Creative Problem Solving with our course Creativity: Methods to Design Better Products and Services .

The overall goal of this course is to help you design better products, services and experiences by helping you and your team develop innovative and useful solutions. You’ll learn a human-focused, creative design process.

We’re going to show you what creativity is as well as a wealth of ideation methods ―both for generating new ideas and for developing your ideas further. You’ll learn skills and step-by-step methods you can use throughout the entire creative process. We’ll supply you with lots of templates and guides so by the end of the course you’ll have lots of hands-on methods you can use for your and your team’s ideation sessions. You’re also going to learn how to plan and time-manage a creative process effectively.

Most of us need to be creative in our work regardless of if we design user interfaces, write content for a website, work out appropriate workflows for an organization or program new algorithms for system backend. However, we all get those times when the creative step, which we so desperately need, simply does not come. That can seem scary—but trust us when we say that anyone can learn how to be creative­ on demand . This course will teach you ways to break the impasse of the empty page. We'll teach you methods which will help you find novel and useful solutions to a particular problem, be it in interaction design, graphics, code or something completely different. It’s not a magic creativity machine, but when you learn to put yourself in this creative mental state, new and exciting things will happen.

In the “Build Your Portfolio: Ideation Project” , you’ll find a series of practical exercises which together form a complete ideation project so you can get your hands dirty right away. If you want to complete these optional exercises, you will get hands-on experience with the methods you learn and in the process you’ll create a case study for your portfolio which you can show your future employer or freelance customers.

Your instructor is Alan Dix . He’s a creativity expert, professor and co-author of the most popular and impactful textbook in the field of Human-Computer Interaction. Alan has worked with creativity for the last 30+ years, and he’ll teach you his favorite techniques as well as show you how to make room for creativity in your everyday work and life.

You earn a verifiable and industry-trusted Course Certificate once you’ve completed the course. You can highlight it on your resume , your LinkedIn profile or your website .

All open-source articles on Creative Problem Solving

10 simple ideas to get your creative juices flowing.

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Creative Thinking vs. Critical Thinking

What's the difference.

Creative thinking and critical thinking are two distinct but equally important cognitive processes. Creative thinking involves generating new ideas, concepts, and solutions by exploring various possibilities and thinking outside the box. It encourages imagination, originality, and innovation. On the other hand, critical thinking involves analyzing, evaluating, and questioning ideas, arguments, and information to make informed decisions and judgments. It emphasizes logical reasoning, evidence-based thinking, and the ability to identify biases and fallacies. While creative thinking focuses on generating ideas, critical thinking focuses on evaluating and refining those ideas. Both thinking processes are essential for problem-solving, decision-making, and personal growth.

Further Detail

Introduction.

Creative thinking and critical thinking are two distinct cognitive processes that play crucial roles in problem-solving, decision-making, and innovation. While they share some similarities, they also have distinct attributes that set them apart. In this article, we will explore the characteristics of creative thinking and critical thinking, highlighting their differences and showcasing how they complement each other in various contexts.

Creative Thinking

Creative thinking is a cognitive process that involves generating new ideas, concepts, or solutions by exploring possibilities, making connections, and thinking outside the box. It is characterized by originality, flexibility, and fluency of thought. Creative thinkers often challenge conventional wisdom, embrace ambiguity, and are open to taking risks. They are adept at finding alternative perspectives and exploring multiple solutions to problems.

One of the key attributes of creative thinking is the ability to think divergently. This means being able to generate a wide range of ideas or possibilities, often through brainstorming or free association. Creative thinkers are not limited by constraints and are willing to explore unconventional or unorthodox approaches to problem-solving.

Another important aspect of creative thinking is the ability to make connections between seemingly unrelated concepts or ideas. This skill, known as associative thinking, allows creative thinkers to draw upon a diverse range of knowledge and experiences to generate innovative solutions. They can see patterns, analogies, and relationships that others may overlook.

Furthermore, creative thinking involves the willingness to take risks and embrace failure as a learning opportunity. Creative thinkers understand that not all ideas will be successful, but they are not deterred by setbacks. They view failures as stepping stones towards finding the right solution and are persistent in their pursuit of innovative ideas.

In summary, creative thinking is characterized by divergent thinking, associative thinking, risk-taking, and persistence. It encourages the exploration of new ideas and unconventional approaches to problem-solving.

Critical Thinking

Critical thinking, on the other hand, is a cognitive process that involves analyzing, evaluating, and interpreting information to form reasoned judgments or decisions. It is characterized by logical, systematic, and objective thinking. Critical thinkers are skilled at identifying biases, assumptions, and fallacies in arguments, and they strive to make well-informed and rational decisions based on evidence.

One of the key attributes of critical thinking is the ability to think analytically. Critical thinkers break down complex problems or situations into smaller components, examine the relationships between them, and evaluate the evidence or information available. They are adept at identifying logical inconsistencies or flaws in reasoning, which helps them make sound judgments.

Another important aspect of critical thinking is the ability to evaluate information objectively. Critical thinkers are skeptical and question the validity and reliability of sources. They seek evidence, consider alternative viewpoints, and weigh the strengths and weaknesses of different arguments before forming their own opinions. This attribute is particularly valuable in today's information-rich society, where misinformation and biased narratives are prevalent.

Furthermore, critical thinking involves the ability to think systematically. Critical thinkers follow a logical and structured approach to problem-solving, ensuring that all relevant factors are considered. They are skilled at identifying assumptions, clarifying concepts, and drawing logical conclusions based on the available evidence. This systematic approach helps minimize errors and biases in decision-making.

In summary, critical thinking is characterized by analytical thinking, objective evaluation, skepticism, and systematic reasoning. It emphasizes the importance of evidence-based decision-making and helps individuals navigate complex and information-rich environments.

Complementary Attributes

While creative thinking and critical thinking have distinct attributes, they are not mutually exclusive. In fact, they often complement each other and can be seen as two sides of the same coin.

Creative thinking can benefit from critical thinking by providing a framework for evaluating and refining ideas. Critical thinking helps creative thinkers assess the feasibility, viability, and desirability of their innovative ideas. It allows them to identify potential flaws, consider alternative perspectives, and make informed decisions about which ideas to pursue further.

On the other hand, critical thinking can benefit from creative thinking by expanding the range of possibilities and solutions. Creative thinking encourages critical thinkers to explore unconventional approaches, challenge assumptions, and consider alternative viewpoints. It helps them break free from rigid thinking patterns and discover innovative solutions to complex problems.

Moreover, both creative thinking and critical thinking require open-mindedness and a willingness to embrace ambiguity. They both involve a certain level of discomfort and uncertainty, as individuals venture into uncharted territories of thought. By combining creative and critical thinking, individuals can develop a well-rounded cognitive toolkit that enables them to tackle a wide range of challenges.

Creative thinking and critical thinking are two distinct cognitive processes that bring unique attributes to problem-solving, decision-making, and innovation. Creative thinking emphasizes divergent thinking, associative thinking, risk-taking, and persistence, while critical thinking emphasizes analytical thinking, objective evaluation, skepticism, and systematic reasoning.

While they have their differences, creative thinking and critical thinking are not mutually exclusive. They complement each other and can be seen as two sides of the same coin. Creative thinking benefits from critical thinking by providing a framework for evaluation and refinement, while critical thinking benefits from creative thinking by expanding the range of possibilities and solutions.

By cultivating both creative and critical thinking skills, individuals can enhance their ability to navigate complex problems, make well-informed decisions, and drive innovation in various domains. These cognitive processes are not only valuable in academic and professional settings but also in everyday life, where the ability to think creatively and critically can lead to personal growth and success.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

Key Difference

Know the Differences & Comparisons

Difference Between Creative Thinking and Critical Thinking

Table of Contents

Introduction

As our world becomes more complex and quickly changing, the ability to think both critically and creatively is increasingly prized.

Both creative thinking and critical thinking play crucial roles in problem-solving, decision making, and innovation – though they should be understood separately with different approaches from each one bringing something unique to the table.

Creative thinking encompasses brainstorming novel ideas, exploring possibilities and thinking out of the box. It fosters imagination and intuition while building connections between seemingly disparate concepts.

On the other hand, critical thinking involves evaluating information, challenging assumptions and applying logical reasoning in assessing validity of arguments or evidence presented against one.

Understanding the differences between creative thinking and critical thinking is vital for unlocking their full cognitive potential.

By investigating their respective characteristics, processes, and outcomes we can gain a more in-depth knowledge of both types of thinking as well as their roles and how they complement one another.

This content outline seeks to clearly differentiate creative thinking and critical thinking by outlining their unique features, approaches, and applications.

By understanding their differences as well as examining how they may work together in various situations, we can foster more holistic thinking skill sets while improving problem-solving capabilities in various contexts.

Definition of creative thinking

Creative thinking refers to the cognitive process of coming up with novel and original ideas or solutions by exploring various perspectives, making connections between seemingly disparate elements, and thinking beyond conventional boundaries.

Divergent thinking plays a central role in creative thinking by providing multiple possibilities and exploring various approaches; creative thinking often relies on imagination, intuition, and risk-taking; it involves divergent thinking as well.

Creative thinking relies on flexible mindsets openness to new experiences as well as transcendence from established norms and patterns in its pursuit.

Creativity plays an essential part in problem-solving, innovation as well as the creation of artistic, scientific, technological breakthroughs.

Definition of critical thinking

Critical thinking refers to the mental process of analyzing, evaluating, and interpreting information or situations logically and objectively.

Skillful reasoning involves being able to assess evidence objectively, identify logical fallacies, and apply reasoning skills in order to form rational judgements or conclusions.

Critical thinking involves critically analyzing assumptions, biases and arguments to ascertain the validity and reliability of information.

Critical thinking emphasizes evidence-based reasoning, logical consistency and being able to recognize and evaluate different perspectives or arguments in order to effectively solve problems, make informed decisions and form informed opinions across various domains – be they academic institutions, professional settings or daily life.

Comparison Table of Creative Thinking and Critical Thinking

Here’s a comparison table highlighting the key differences between creative thinking and critical thinking:

While creative thinking and critical thinking have distinct focuses and approaches, they are not mutually exclusive. In fact, they can complement and enhance each other.

By integrating creative thinking into critical thinking processes, new and innovative solutions can be explored, and by applying critical thinking to creative ideas, their feasibility and effectiveness can be evaluated.

Understanding the differences and connections between creative thinking and critical thinking provides individuals with a broader thinking toolkit, enabling them to approach problems and challenges from multiple angles and make more informed decisions.

Creative thinking focuses on generating new ideas and possibilities

Creative thinking primarily centers on developing novel ideas and possibilities. To do this effectively, creative thinkers often break away from conventional patterns of thought by opening themselves up to different perspectives and engaging in divergent thinking, which involves coming up with multiple ideas or solutions for any given situation.

Divergent thinking allows creative thinkers to expand the range of possible options available while considering unconventional or innovative approaches.

Creative thinking involves the willingness to explore unfamiliar territories, question assumptions and push the limits of what is considered possible.

This type of thinking encourages imagination, brainstorming and free association of ideas in order to generate fresh insights and unique solutions – the goal being originality, novelty and creativity in problem-solving decisions as well as art, literature, design or innovation projects.

Creative thinking unleashes new possibilities by sparking creative thought processes that produce fresh concepts.

Creative thinking paves the way for exploration and innovation, helping individuals to find unconventional solutions, uncover groundbreaking discoveries, and produce lasting impacts.

Critical thinking focuses on analyzing and evaluating information

Critical thinking involves the analysis and evaluation of information. This involves thoroughly scrutinizing evidence, arguments or situations to ascertain their validity, reliability and logical coherence before reaching informed judgments or decisions based on objective reasoning. Critical thinkers strive to use objective and rational analyses in making well-informed judgements or decisions.

Critical thinking requires individuals to engage in an active process of questioning assumptions, identifying biases, assessing arguments or evidence critically and attempting to comprehend its underlying reasoning – whether logical, supported by evidence, or susceptible to fallacies.

Critical thinking involves applying logic, evidence evaluation and systematic analysis in an organized fashion to make informed decisions, avoid misinformation or manipulation and gain a more nuanced understanding of complex issues.

Critically evaluating information allows individuals to make more informed decisions by recognizing patterns, drawing inferences and recognizing logical inconsistencies – this skill involves skills such as data analysis, pattern recognition and inferencing; critically analyzing it provides opportunities for more informed decisions that avoid misinform or manipulation and increases understanding more nuanced understanding of complex issues by critically analyzing it!

Critical thinking has many applications in academia, professional settings and everyday life. It allows individuals to evaluate the credibility of sources, identify flaws in arguments and navigate complex or ambiguous situations with an analytical mindset.

Complementary Relationship Between Creative and Critical Thinking

Creativity and critical thinking do not contradict each other; in fact, they form a complementary relationship that can enhance problem-solving and decision-making processes. Creative thinking generates new ideas while critical thinking provides an analytical framework to evaluate and refine those concepts. Here are some ways creative and critical thinking can work together:

Idea Generation and Evaluation: Creative thinking fosters an array of concepts, while critical thinking enables evaluation and selection of those most likely to bear fruit. Critical thinking allows objective evaluation, identification of any flaws or potential defects, consideration of practicality and feasibility and ultimately determines success or failure of projects.

Problem Identification and Analysis: Creative thinking allows us to quickly recognize problems or challenges by approaching them from different angles and considering multiple viewpoints, while critical thinking allows for an in-depth examination of its underlying causes and possible solutions.

Innovative Solutions and Refinement: Creative thinking fosters original and novel solutions, while critical analysis assesses them on viability, potential shortcomings and practical constraints to make sure they align.

Decision-Making: Creative thinking can provide a variety of options; critical thinking helps evaluate their advantages and disadvantages. Critical thinking allows a systematic consideration of evidence, logic reasoning, potential consequences and other forms of evidence resulting in more informed and effective decision-making processes.

Adaptation and Improvement: Creative thinking allows for flexibility and adaptation in response to changing circumstances or feedback, while critical thinking helps identify areas for improvement, recognize potential pitfalls, and refine ideas or strategies based on evidence or feedback.

Individuals can achieve more comprehensive and effective problem-solving, innovation, and decision making by integrating creative and critical thinking. This combination encourages exploration while still remaining analytical; ultimately producing more robust outcomes.

Importance of integrating both types of thinking

Integrating both creative and critical thinking skills is of critical importance for various reasons:

Holistic Problem-Solving: By integrating creative and critical thinking, individuals can approach problems from various angles. Creative thinking generates fresh concepts, while critical analysis provides tools to evaluate and refine these new ideas. By taking this holistic approach to problem-solving, individuals increase the odds of finding effective and well-rounded solutions.

Critical Thinking Improves Decision-Making: Critical thinking allows individuals to assess the feasibility, reliability and coherence of ideas generated through creative thinking, thus aiding individuals in making more informed and evidence-based decisions while considering both imaginative possibilities as well as real world realities.

Adaptability and Innovation: Creative thinking promotes flexibility, adaptability and thinking beyond established norms; critical thinking adds structure for evaluating creative ideas against viability and effectiveness criteria. Combining both types of thinking enables innovative forward-looking approaches while remaining grounded by rationality and evidence.

Overcoming Challenges: Meeting obstacles and complex problems requires both creative and critical thinking skills, with creative thought producing innovative perspectives and solutions while critical analysis evaluates each option’s merits and drawbacks. Combining both types of thinking allows individuals to tackle problems more effectively while developing comprehensive strategies.

Transdisciplinary Thinking: Many complex real-world problems and projects necessitate multidisciplinary or transdisciplinary approaches, where creative and critical thinking come together seamlessly to bring diverse fields, perspectives and methodologies together into a synthesis that fosters holistic understanding while also producing innovative and well-informed solutions. By merging creative and critical thinking approaches in such environments individuals are better able to draw from multiple fields, perspectives and methodologies in order to solve them successfully.

Lifelong Learning: Integrating creative and critical thinking fosters an attitude of curiosity, open-mindedness and continuous learning. Both forms of thinking involve actively engaging with information while questioning assumptions and exploring possibilities – these combined abilities equip individuals with valuable tools for lifelong education in an ever-evolving world.

By integrating creative and critical thinking, individuals can leverage both approaches for enhanced problem-solving, decision making, and creative endeavors.

Examples of how creative and critical thinking can work together

Absolutely! Below are a few examples of how creative and critical thinking work hand-in-hand:

Product Design: Creativity can lead to groundbreaking ideas for product designs, while critical analysis identifies any feasible, market demand or manufacturing challenges associated with each idea. By employing both aspects of thinking together, designers can produce products which fulfill both functional and creative criteria.

Scientific Research: Creative and critical thinking both play important roles in scientific inquiry. Creative thought can generate hypotheses and explore novel avenues of inquiry while critical thought ensures the research design is rigorous and data analysis valid. Integrating both types of thinking allows scientists to make groundbreaking discoveries while maintaining scientific integrity of their work.

Marketing Campaigns: Creative thinking provides imaginative and eye-catching marketing concepts, while critical analysis evaluates target audiences, market trends and potential effects of each concept. By combining creative with critical thinking, marketers can develop campaigns that not only catch attention but also resonate with target audiences to deliver desired outcomes.

Problem Solving in Business: Creative and critical thinking work together to generate many potential solutions to business issues, while creative thinkers generate numerous creative potential solutions while critical thinkers evaluate risks, costs and impacts of each solution.

By employing both types of thinking together, business professionals can come up with novel yet cost-effective strategies aligned with organizational goals.

Literary Analysis: Creative thinking allows for imaginative interpretations and exploration of themes and symbols within literature, while critical thinking assesses textual evidence, evaluates coherence of arguments, and considers author intent. When used together, literary scholars can produce sophisticated analyses of literary works that integrate creative and critical thought effectively.

Entrepreneurship: Creative thinking helps entrepreneurs identify new business opportunities and innovative business models, while critical analysis examines market potential, competitive landscape analysis and financial viability for each idea. By employing both forms of thinking to formulate successful ventures they can create sustainable and long-term ventures.

In these instances, the integration of creative and critical thinking leads to more robust and effective results. It allows innovative ideas to be evaluated, refined, and implemented logically and thoughtfully; ultimately resulting in solutions that are both innovative and pragmatic.

Creative and critical thinking are Complementary approaches to Problem-solving, decision-making and Innovation.

Creative thinking entails Brainstorming for new ideas while Exploring Possibilities; critical thinking uses objective evaluation of information to evaluate it logically and critically.

Integrating both types of thinking allows individuals to maximize both approaches and produce more comprehensive and effective results.

Creative thinking encourages innovation, broadens perspectives and fosters out-of-the-box thinking; critical thinking provides evidence-based analysis which verifies those ideas.

Integrating Creative and critical Thinking skills is crucial for both Personal and Professional growth, Adaptability, Informed decision-making, and the establishment of an environment of continuous learning and innovation.

Together these forms of thinking help individuals meet challenges with resilience, flexibility and balance that leads to improved problem-solving abilities, innovation and eventual success.

As part of your journey, embrace both creative thinking and critical thinking equally to unlock your full potential, broaden your horizons and lead you towards greater achievements in every area of life.

Recap of the key differences between creative thinking and critical thinking

Here’s an overview of the differences between creative thinking and critical thinking:

Creative Thinking: Engaging in creative thinking involves brainstorming new ideas, possibilities and solutions; emphasizing exploration, intuition and imagination; employing divergent thinking techniques in order to generate multiple solutions simultaneously; leading to innovative and original concepts.

Critical Thinking is used across artistic, scientific, and technological endeavors and emphasizes analysis, logic, and objectivity to assess information critically. Critical Thinking develops skills such as fluency, flexibility and originality of thinking that lead to positive results in any endeavor.

Eventually this leads to Critical Thinking being applied by experts in an academic environment for analysis purposes – typically this means writing essays for examination in exams! Utilizes convergent thinking to identify and select the optimal solutions, leading to informed decision-making and problem solving.

Also used for problem-solving, decision-making, and critical evaluation of information. Develops analytical, logical and evaluative skills. Though creative thinking and critical thinking may have different approaches and purposes, both types are equally essential in terms of effective problem-solving and decision making.

By integrating both types of thinking, individuals are better able to approach challenges from various angles, generate innovative ideas while critically assessing them for successful outcomes.

Importance of developing both types of thinking skills

Strengthening both creative thinking and critical thinking abilities is of great significance, for several reasons:

Comprehensive Problem Solving: Cultivating both types of thinking allows individuals to approach problems from multiple angles. Creative thinking helps generate innovative solutions while critical thinking provides analytical tools for evaluating and refining those ideas.

Combined together, this holistic approach enhances problem-solving abilities while increasing chances of finding effective and comprehensive solutions.

Adaptability and Resilience: In an ever-evolving world, being adaptable and creative are two vital skills. Creative thinking promotes flexibility, adaptability, and thinking outside established norms; critical thinking equips individuals with skills for evaluating creative ideas critically.

By cultivating both types of thinking simultaneously, individuals can more successfully navigate complex or changing situations with resilience and creativity.

Innovation and Entrepreneurship: Innovation and entrepreneurialism require creative thinking skills for success. Individuals who cultivate these abilities are better able to generate new ideas, identify opportunities, and think outside the box when developing products, services or solutions with innovative features or capabilities.

Meanwhile, critical thinking helps evaluate market potential and risks associated with such ideas – all essential elements for innovation and entrepreneurialism success.

Critical Thinking Skills Are Essential to Informed Decision-Making: Critical thinking skills are integral in making informed and effective decisions. Cultivating them allows individuals to evaluate evidence, consider opposing viewpoints and evaluate logical coherence of arguments; creative thinking adds variety and imagination that enables informed decisions with both practical and innovative potential in mind.

Personal and Professional Growth: Fostering creative and critical thinking abilities is central to personal and professional growth. Creative thinking develops imagination, open-mindedness and the capacity for forward-thinking; while critical thinking expands analytical, logical and evaluative capabilities.

Both skills can be utilized across various domains as transferrable assets that aid problem-solving, innovative thinking and lifelong learning.

As previously discussed, developing both creative thinking and critical thinking abilities is fundamental for effective problem-solving, adaptability, innovation, informed decision-making and personal growth.

By honing both forms of thinking simultaneously, individuals can approach challenges with an adaptive and balanced mindset for greater success and satisfaction across various aspects of life.

Encouragement for readers to embrace and cultivate both thinking approaches

As readers, I urge all to embrace and develop both creative thinking and critical thinking approaches. Doing so can open up new possibilities, enhance problem-solving abilities, and lead to greater success across various areas of life.

Here’s why both approaches should be explored:

Expand Your Perspectives: Embracing both creative and critical thinking will enable you to look at problems and opportunities from different angles. Creative thinking offers fresh approaches and imaginative solutions; critical analysis provides objective evaluation. By adopting both approaches simultaneously, your perspective broadens considerably while you gain greater insight into complex issues.

Creativity Fuels Innovation and Growth: Creativity is essential to innovation, driving both personal and professional success. By challenging conventional thinking patterns and considering unique solutions for issues that arise.

Critical Thinking serves to validate those unique concepts by making sure they’re practical, viable and well-reasoned; cultivating both ways of thinking will allow you to foster innovation while propelling you toward continuous development and success.

Enhance Problem-Solving Capabilities: Integrating creative and critical thinking creates an invaluable problem-solving arsenal. Creative thinking helps generate ideas, while critical thinking evaluates and refines them using evidence and logic – this combination gives you a powerful set of tools for taking on challenges effectively and finding lasting solutions.

Navigating Change with Resilience: In an ever-evolving world, adaptability is of the utmost importance. Creative thinking teaches you the ability to accept change with open arms, adapt with the times, and seize new opportunities with flexibility and curiosity.

Critical thinking complements this by making sure decisions are grounded in evidence and sound reasoning; together these approaches help you navigate uncertainties with grace and welcome change with resilience.

Making Informed Decisions: Critical thinking helps you assess information objectively, evaluate arguments fairly and make well-informed decisions. Creative thinking opens up more options and possibilities.

By combining both approaches together, you become a more thoughtful decision-maker who considers both innovative ideas as well as practical concerns when making choices.

Never stop working towards improving both creative and critical thinking abilities; it is a journey worth embarking upon. So nurture your curiosity, practice brainstorming sessions, seek diverse viewpoints, sharpen analytical abilities, embrace discomfort when exploring new ideas or challenging assumptions, cultivating both forms of thinking can unlock full cognitive potential while positioning you for success in an ever-evolving world.

Harness the power of creative and critical thinking together and allow them to drive you toward greater creativity, innovation, and success.

Related Posts

Critical thinking vs Creative thinking

Both critical thinking and creative thinking are used for solving problems , only in different ways. For critical thinking, the process is structured and methodical. For creative thinking, the process is fluid and somewhat experimental. Both thinking strategies are useful, with neither being innately superior to the other and in some unexpected ways even being linked. Now without further ado, let us explore the various components of critical thinking and creative thinking.

The Intersection of Critical Thinking & Creative Thinking

Critical thinking:

Critical thinking as we understand it can be traced all the way back to Ancient Greece in the thoughts of Socrates as recorded by Plato. Critical thinking can be summarized as the careful analysis of facts in order to form judgments. With critical, being derived from the word critic, to think critically is to critique the process of thinking itself. In layman’s terms, this means to develop an efficient and ordered system of both written and oral discourse. There are different subsets of critical thinking, which broadly speaking are; unbiased, skeptical, and rational. Let’s break down these different sections individually.

The unbiased system attempts to remove all possible biases from thinking. Everybody has some form of bias or another. Perhaps a personal bias that one has towards someone or something. Or be it a more ethnocentric bias that prevents an individual from being able to see past the beliefs instilled in them by their culture. The unbiased analysis aims to view things from an objective instead of a subjective stand-point.

The skeptical system is one that encourages both doubt and constant questioning. That includes careful examination of both longstanding beliefs and dogmas. As far as skeptics are concerned nothing is beyond the realms of inquisition. If evidence is not available to support beliefs, then they should not be accepted.

When examining deductive arguments, we begin by not looking at the truth value of the premises, but if they lead to the conclusion in a coherent manner. If they do not then the argument is deemed invalid and unsound. If the argument is deemed valid we then examine the truth value of the premises. If true, then the argument is sound, if they are not true then the argument is still valid but unsound.

Abductive arguments are drawn from the heuristic technique. The heuristic technique entails non-optimal problem-solving solutions, but are none the less sufficient for immediate decisions and approximations. Abductive reasoning includes such tactics as making an educated guess, following the general rule of thumb, or simple trial and error.

Creative thinking:

One of the most obvious traits of creative thinkers is that they are open-minded individuals. Basically, they are willing to at least consider new ideas that other people would either never have thought of or would outright refuse due to a close-minded nature. Being open-minded doesn’t mean automatically accepting every new idea that comes your way. It just means having the willingness to unbiasedly look at things from a new perspective.

Divergent thinking is the process some think is responsible for producing creativity and this is done by examining many possible solutions. Divergent thinking is more spontaneous and doesn’t occur in a linear manner. With divergent thinking a great many possible activities are explored over a short period of time, often with unexpected yet original connections being made. Common activities to help engage in divergent thinking are to create a list of questions, taking the time to think and meditate on ideas, artistic endeavors such as writing and drawing are also encouraged.

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Module 5: Thinking and Analysis

Solving problems creatively, learning outcomes.

• Describe the role of creative thinking skills in problem-solving

Problem-Solving with Creative Thinking

Creative problem-solving is a type of problem-solving. It involves searching for new and novel solutions to problems. Unlike critical thinking, which scrutinizes assumptions and uses reasoning, creative thinking is about generating alternative ideas—practices and solutions that are unique and effective. It’s about facing sometimes muddy and unclear problems and seeing how things can be done differently—how new solutions can be imagined. [1]

You have to remain open-minded, focus on your organizational skills, and learn to communicate your ideas well when you are using creative thinking to solve problems. If an employee at a café you own suggests serving breakfast in addition to the already-served lunch and dinner, keeping an open mind means thinking through the benefits of this new plan (e.g., potential new customers and increased profits) instead of merely focusing on the possible drawbacks (e.g., possible scheduling problems, added start-up costs, loss of lunch business). Implementing this plan would mean a new structure for buying, workers’ schedules and pay, and advertising, so you would have to organize all these component areas. And finally, you would need to communicate your ideas on how to make this new plan work not only to the staff who will work the new shift, but also to the public who frequent your café and the others you want to encourage to try your new hours.

We need creative solutions throughout the workplace—whether board room, emergency room, or classroom. It was no fluke that the 2001 revised Bloom’s cognitive taxonomy, originally developed in 1948, placed a new word at the apex— creating . That  creating is the highest level of thinking skills.

Bloom’s Taxonomy is an important learning theory used by psychologists, cognitive scientists, and educators to demonstrate levels of thinking. Many assessments and lessons you’ve seen during your schooling have likely been arranged with Bloom’s in mind. Researchers recently revised it to place creativity—invention—as the highest level

“Because we’ve always done it that way” is not a valid reason to not try a new approach. It may very well be that the old process is a very good way to do things, but it also may just be that the old, comfortable routine is not as effective and efficient as a new process could be.

The good news is that we can always improve upon our problem-solving and creative-thinking skills—even if we don’t consider ourselves to be artists or creative. The following information may surprise and encourage you!

• Creative thinking (a companion to critical thinking) is an invaluable skill for college students. It’s important because it helps you look at problems and situations from a fresh perspective. Creative thinking is a way to develop novel or unorthodox solutions that do not depend wholly on past or current solutions. It’s a way of employing strategies to clear your mind so that your thoughts and ideas can transcend what appear to be the limitations of a problem. Creative thinking is a way of moving beyond barriers. [2]
• As a creative thinker, you are curious, optimistic, and imaginative. You see problems as interesting opportunities, and you challenge assumptions and suspend judgment. You don’t give up easily. You work hard. [3]

Is this you? Even if you don’t yet see yourself as a competent creative thinker or problem-solver, you can learn solid skills and techniques to help you become one.

Creative Problem-Solving: Fiction and Facts

As you continue to develop your creative thinking skills, be alert to perceptions about creative thinking that could slow down progress. Remember that creative thinking and problem-solving are ways to transcend the limitations of a problem and see past barriers. It’s a way to think outside the box.

creative problem-solving: a practice that seeks new and novel solutions to problems, often by using imagination rather than linear reason

• "Critical and Creative Thinking, MA." University of Massachusetts Boston . 2016. Web. 16 Feb 2016. ↵
• Mumaw, Stefan. "Born This Way: Is Creativity Innate or Learned?" Peachpit. Pearson, 27 Dec 2012. Web. 16 Feb 2016. ↵
• Harris, Robert. "Introduction to Creative Thinking." Virtual Salt. 2 Apr 2012. Web. 16 Feb 2016. ↵
• Ibid. ↵
• College Success. Authored by : Linda Bruce. Provided by : Lumen Learning. License : CC BY: Attribution
• College Success. Authored by : Amy Baldwin. Provided by : OpenStax. Located at : https://openstax.org/books/college-success/pages/7-2-creative-thinking . License : CC BY: Attribution
• Text adaptation. Authored by : Claire. Provided by : Ivy Tech. Located at : http://ivytech.edu/ . License : CC BY: Attribution

Creative Thinking vs. Critical Thinking: Unleashing the Power of Both

Annie Walls

Creative thinking and critical thinking are two essential cognitive skills that play a crucial role in problem-solving, decision-making, and innovation. While creative thinking involves generating new ideas, thinking outside the box, and exploring unconventional solutions, critical thinking focuses on analyzing, evaluating, and making logical judgments. Both thinking styles have their unique characteristics and benefits. However, the true power lies in the synergy of creative and critical thinking. By combining these two approaches, individuals can enhance their problem-solving skills, promote innovation, and foster growth. In this article, we will explore the definitions, characteristics, and benefits of both creative and critical thinking, and discuss practical strategies for developing these skills and integrating them in education.

Key Takeaways

• Creative thinking involves generating new ideas and exploring unconventional solutions.
• Critical thinking focuses on analyzing, evaluating, and making logical judgments.
• The synergy of creative and critical thinking enhances problem-solving skills.
• Combining creative and critical thinking promotes innovation and growth.
• Practical strategies can be used to develop and integrate creative and critical thinking skills in education.

Understanding Creative Thinking

Defining Creative Thinking

Creative thinking is the ability to generate new and innovative ideas, solutions, and perspectives. It involves thinking outside the box and challenging traditional ways of thinking. Creativity is a key driver of innovation and can lead to breakthrough ideas that can transform industries and solve complex problems. It is a dynamic and fluid process that requires an open mind and a willingness to explore different possibilities.

In the context of this article, creative thinking refers to the cognitive skills and mindset that enable individuals to come up with original and unconventional ideas. It is about pushing boundaries and embracing uncertainty to find unique solutions to challenges. Creative thinkers are often characterized by their curiosity , imagination , and willingness to take risks .

To better understand the concept of creative thinking, let's take a look at the following table that highlights some key characteristics of creative thinkers:

It is important to note that creative thinking is not limited to artistic or creative fields. It is a valuable skill that can be applied in any profession or industry. By cultivating creative thinking skills, individuals can enhance their problem-solving abilities, generate innovative ideas, and contribute to the growth and success of their organizations.

Characteristics of Creative Thinkers

Creative thinkers possess a unique set of characteristics that set them apart from others. They are known for their ability to think outside the box and come up with innovative solutions to problems. Curiosity is a key trait of creative thinkers, as they are constantly seeking new knowledge and experiences. They are also open-minded and willing to consider different perspectives and ideas. Additionally, creative thinkers are often risk-takers , unafraid to take chances and explore unconventional paths. They are flexible and adaptable, able to adjust their thinking and approach as needed. Finally, creative thinkers are persistent and determined, willing to overcome obstacles and continue pursuing their ideas.

Benefits of Creative Thinking

Creative thinking offers numerous benefits that can enhance various aspects of our lives. It allows us to think outside the box and come up with innovative solutions to problems. Creativity also promotes flexibility and adaptability , enabling us to navigate through challenges and embrace change. Additionally, creative thinking fosters self-expression and individuality , allowing us to express our unique perspectives and ideas. It encourages collaboration and teamwork , as it often involves bouncing ideas off others and building upon each other's creativity. Moreover, creative thinking can lead to personal growth and fulfillment , as it provides a sense of accomplishment and satisfaction when we create something new and meaningful.

Exploring Critical Thinking

Defining Critical Thinking

Critical thinking is the ability to analyze and evaluate information objectively and independently. It involves questioning assumptions, considering multiple perspectives, and making reasoned judgments based on evidence. Critical thinking is a key skill in problem-solving, decision-making, and effective communication. It helps individuals to identify biases, logical fallacies, and faulty reasoning, enabling them to make informed and rational choices. In order to develop critical thinking skills, it is important to practice active listening, ask probing questions, and seek out diverse sources of information. By cultivating critical thinking, individuals can become more discerning and analytical thinkers, capable of navigating complex issues and arriving at well-reasoned conclusions.

Here are some practical strategies for enhancing critical thinking:

• Question assumptions : Challenge preconceived notions and examine underlying assumptions.
• Consider multiple perspectives : Seek out diverse viewpoints and evaluate different arguments.
• Evaluate evidence : Assess the quality and reliability of information and sources.
• Identify biases : Recognize personal biases and strive for objectivity.
• Apply logical reasoning : Use logical and rational thinking to analyze and solve problems.

Remember, critical thinking is not about being critical for the sake of it, but rather about being thoughtful, analytical, and open-minded in our approach to information and ideas.

Characteristics of Critical Thinkers

Critical thinkers possess several key characteristics that set them apart. They are analytical and have a strong ability to evaluate information and arguments. They are also curious and have a desire to seek out new knowledge and perspectives. Critical thinkers are open-minded and willing to consider different viewpoints, even if they conflict with their own. They are skeptical and question assumptions and beliefs, looking for evidence and logical reasoning. Additionally, critical thinkers are reflective and take the time to analyze their own thinking and decision-making processes.

Benefits of Critical Thinking

Critical thinking has numerous benefits that can positively impact various aspects of life. It allows individuals to analyze information objectively and make informed decisions. Problem-solving is one of the key skills developed through critical thinking. By critically evaluating different options and considering various perspectives, individuals can find effective solutions to complex problems. Critical thinking also enhances communication skills , as it encourages individuals to articulate their thoughts and ideas clearly and logically. Additionally, critical thinking promotes creativity by challenging individuals to think outside the box and explore innovative solutions.

The Synergy of Creative and Critical Thinking

Complementary Nature of Creative and Critical Thinking

Creative thinking and critical thinking are not opposing forces, but rather complementary skills that work together to enhance problem-solving and promote innovation and growth. While creative thinking involves generating new ideas, thinking outside the box, and exploring possibilities, critical thinking involves analyzing and evaluating information, reasoning logically, and making informed decisions.

When combined, these two thinking styles create a powerful synergy that allows individuals to approach problems from multiple perspectives and find innovative solutions. By leveraging creative thinking to generate a wide range of ideas and critical thinking to evaluate and refine those ideas, individuals can develop more effective problem-solving skills.

In addition, the complementary nature of creative and critical thinking is essential for promoting innovation and growth. Creative thinking allows individuals to envision new possibilities and challenge the status quo, while critical thinking ensures that these ideas are carefully evaluated and implemented in a practical and effective manner.

To fully unleash the power of both creative and critical thinking, individuals and organizations can implement practical strategies such as brainstorming sessions, mind mapping, and design thinking to enhance creative thinking. Similarly, strategies such as analyzing data, conducting research, and engaging in logical reasoning can enhance critical thinking.

By integrating creative and critical thinking in education, students can develop a well-rounded set of thinking skills that will prepare them for future challenges and opportunities.

Enhancing Problem-Solving Skills

Enhancing problem-solving skills is crucial for individuals and organizations alike. It allows us to tackle complex challenges and find effective solutions. One important strategy for improving problem-solving skills is to analyze the problem thoroughly. By breaking down the problem into smaller components and examining each one, we can gain a deeper understanding of the issue at hand.

Another useful technique is to brainstorm multiple solutions. This involves generating a wide range of ideas without judgment or evaluation. By encouraging creativity and divergent thinking, we can uncover innovative approaches that may not have been initially apparent.

To ensure a structured approach, it can be helpful to use a table to organize and compare different solutions. This allows us to evaluate the pros and cons of each option and make informed decisions.

In addition, it is important to collaborate with others when solving problems. By leveraging the diverse perspectives and expertise of a team, we can generate more comprehensive solutions and avoid potential blind spots.

Remember, problem-solving is an iterative process. It is essential to iterate and refine our solutions based on feedback and new information. This continuous improvement mindset enables us to adapt and find better solutions over time.

As Albert Einstein once said, "We cannot solve our problems with the same thinking we used when we created them." By embracing creative and critical thinking, we can enhance our problem-solving skills and unlock new possibilities for growth and innovation.

Promoting Innovation and Growth

Promoting innovation and growth is a key outcome of combining creative and critical thinking. When these two thinking styles are integrated, individuals and organizations are able to approach challenges and opportunities with a holistic perspective. By leveraging creative thinking, new ideas and possibilities are generated, while critical thinking helps evaluate and refine these ideas to ensure their feasibility and effectiveness.

To promote innovation and growth, it is important to create an environment that encourages both creative and critical thinking. This can be achieved by fostering a culture of open-mindedness, curiosity, and experimentation. Encouraging collaboration and diverse perspectives also plays a crucial role in promoting innovation, as it allows for the exchange of ideas and the identification of new possibilities.

In addition, organizations can implement structured processes and frameworks that facilitate the integration of creative and critical thinking. This includes establishing clear problem-solving methodologies, providing training and resources for developing these thinking skills, and creating opportunities for reflection and continuous improvement.

By promoting the synergy of creative and critical thinking, organizations can unlock their full potential for innovation and growth, leading to competitive advantage and success in today's dynamic and rapidly changing world.

Developing Creative and Critical Thinking Skills

Practical Strategies for Enhancing Creative Thinking

There are several strategies that can help enhance creative thinking. One effective strategy is to embrace curiosity. Curiosity allows individuals to explore new ideas, ask questions, and seek out different perspectives. By being curious, individuals can uncover unique insights and connections that can lead to innovative solutions.

Another strategy is to encourage brainstorming . Brainstorming is a technique that involves generating a large number of ideas without judgment. This allows for the exploration of various possibilities and encourages out-of-the-box thinking.

Additionally, divergent thinking can be a valuable strategy. Divergent thinking involves generating multiple solutions or ideas to a problem. This approach encourages creativity by exploring different options and perspectives.

Lastly, taking breaks can also enhance creative thinking. Stepping away from a problem or task allows the mind to relax and recharge. This can lead to fresh insights and new perspectives when returning to the task at hand.

Practical Strategies for Enhancing Critical Thinking

When it comes to enhancing critical thinking skills, there are several effective strategies that can be implemented. These strategies are designed to help individuals develop their analytical and logical reasoning abilities, enabling them to make well-informed decisions and solve complex problems.

One practical strategy is to engage in active reading and reflection. This involves critically analyzing and evaluating the information presented in texts, articles, or research papers. By asking questions, identifying assumptions, and evaluating evidence, individuals can deepen their understanding and develop a more critical perspective.

Another strategy is to practice active listening and effective communication. By actively listening to others and engaging in meaningful discussions, individuals can challenge their own assumptions and broaden their perspectives. This not only enhances critical thinking but also promotes collaboration and the exchange of diverse ideas.

Additionally, seeking out diverse perspectives and alternative viewpoints is crucial for enhancing critical thinking. By exposing oneself to different opinions and considering multiple perspectives, individuals can develop a more comprehensive understanding of complex issues and avoid biases.

In summary, enhancing critical thinking requires active engagement, reflection, and seeking out diverse perspectives. By implementing these strategies, individuals can strengthen their analytical skills and become more effective problem solvers.

Integrating Creative and Critical Thinking in Education

Integrating creative and critical thinking in education is essential for fostering well-rounded and innovative individuals. By combining these two types of thinking, students are able to develop a holistic approach to problem-solving and decision-making. This integration allows students to think outside the box while also critically evaluating their ideas and solutions.

One practical strategy for integrating creative and critical thinking in education is through project-based learning. This approach encourages students to work on real-world problems and challenges, allowing them to apply both creative and critical thinking skills. By engaging in hands-on projects, students can explore different perspectives, generate innovative ideas, and analyze the effectiveness of their solutions.

Another effective strategy is to incorporate open-ended questions and discussions into the curriculum. This encourages students to think critically about complex issues and encourages them to explore multiple viewpoints. By engaging in thoughtful discussions, students can develop their analytical skills and learn to consider different perspectives and evidence.

Additionally, educators can promote the integration of creative and critical thinking by providing opportunities for reflection and self-assessment. By encouraging students to reflect on their thinking processes and evaluate the effectiveness of their solutions, educators can help students develop metacognitive skills and become more self-aware learners.

In summary, integrating creative and critical thinking in education is crucial for developing well-rounded individuals who can think innovatively and critically. By incorporating strategies such as project-based learning, open-ended discussions, and reflection, educators can empower students to become effective problem solvers and decision makers.

Developing creative and critical thinking skills is essential in today's fast-paced and ever-changing world. Whether you're a student, professional, or entrepreneur, the ability to think creatively and critically can give you a competitive edge and open doors to new opportunities. At Keynote Speaker James Taylor , we specialize in inspiring creative minds and helping individuals and organizations unlock their full potential . With our engaging and thought-provoking presentations, workshops, and coaching sessions, we empower individuals to tap into their creative genius and develop the critical thinking skills needed to thrive in the 21st century. Visit our website today to learn more about how we can help you unleash your creativity and enhance your problem-solving abilities.

In conclusion, both creative thinking and critical thinking are essential skills that complement each other in problem-solving and decision-making. While creative thinking allows us to generate innovative ideas and explore new possibilities, critical thinking helps us evaluate and analyze these ideas to make informed decisions. By harnessing the power of both types of thinking, individuals and organizations can unlock their full potential and achieve greater success. So, whether you are brainstorming new ideas or analyzing data, remember to embrace both creative and critical thinking to unleash your true potential.

Frequently Asked Questions

What is the difference between creative thinking and critical thinking.

Creative thinking involves generating new ideas, while critical thinking involves analyzing and evaluating existing ideas.

Can someone be both a creative thinker and a critical thinker?

Yes, individuals can develop and utilize both creative and critical thinking skills.

How can creative thinking benefit problem-solving?

Creative thinking allows for innovative and out-of-the-box solutions to problems.

What are the characteristics of a creative thinker?

Characteristics of a creative thinker include open-mindedness, curiosity, and willingness to take risks.

How does critical thinking contribute to decision-making?

Critical thinking helps in analyzing and evaluating options to make informed and logical decisions.

Is it possible to enhance creative and critical thinking skills?

Yes, through practice, exposure to diverse perspectives, and adopting creative thinking techniques.

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Thinking Critically and Creatively

Dr. andrew robert baker.

Critical and creative thinking skills are perhaps the most fundamental skills involved in making judgments and solving problems. They are some of the most important skills I have ever developed. I use them everyday and continue to work to improve them both.

The ability to think critically about a matter—to analyze a question, situation, or problem down to its most basic parts—is what helps us evaluate the accuracy and truthfulness of statements, claims, and information we read and hear. It is the sharp knife that, when honed, separates fact from fiction, honesty from lies, and the accurate from the misleading. We all use this skill to one degree or another almost every day. For example, we use critical thinking every day as we consider the latest consumer products and why one particular product is the best among its peers. Is it a quality product because a celebrity endorses it? Because a lot of other people may have used it? Because it is made by one company versus another? Or perhaps because it is made in one country or another? These are questions representative of critical thinking.

The academic setting demands more of us in terms of critical thinking than everyday life. It demands that we evaluate information and analyze a myriad of issues. It is the environment where our critical thinking skills can be the difference between success and failure. In this environment we must consider information in an analytical, critical manner. We must ask questions—What is the source of this information? Is this source an expert one and what makes it so? Are there multiple perspectives to consider on an issue? Do multiple sources agree or disagree on an issue? Does quality research substantiate information or opinion? Do I have any personal biases that may affect my consideration of this information? It is only through purposeful, frequent, intentional questioning such as this that we can sharpen our critical thinking skills and improve as students, learners, and researchers. Developing my critical thinking skills over a twenty year period as a student in higher education enabled me to complete a quantitative dissertation, including analyzing research and completing statistical analysis, and earning my Ph.D. in 2014.

While critical thinking analyzes information and roots out the true nature and facets of problems, it is creative thinking that drives progress forward when it comes to solving these problems. Exceptional creative thinkers are people that invent new solutions to existing problems that do not rely on past or current solutions. They are the ones who invent solution C when everyone else is still arguing between A and B. Creative thinking skills involve using strategies to clear the mind so that our thoughts and ideas can transcend the current limitations of a problem and allow us to see beyond barriers that prevent new solutions from being found.

Brainstorming is the simplest example of intentional creative thinking that most people have tried at least once. With the quick generation of many ideas at once we can block-out our brain’s natural tendency to limit our solution-generating abilities so we can access and combine many possible solutions/thoughts and invent new ones. It is sort of like sprinting through a race’s finish line only to find there is new track on the other side and we can keep going, if we choose. As with critical thinking, higher education both demands creative thinking from us and is the perfect place to practice and develop the skill. Everything from word problems in a math class, to opinion or persuasive speeches and papers, call upon our creative thinking skills to generate new solutions and perspectives in response to our professor’s demands. Creative thinking skills ask questions such as—What if? Why not? What else is out there? Can I combine perspectives/solutions? What is something no one else has brought-up? What is being forgotten/ignored? What about ______? It is the opening of doors and options that follows problem-identification.

Consider an assignment that required you to compare two different authors on the topic of education and select and defend one as better. Now add to this scenario that your professor clearly prefers one author over the other. While critical thinking can get you as far as identifying the similarities and differences between these authors and evaluating their merits, it is creative thinking that you must use if you wish to challenge your professor’s opinion and invent new perspectives on the authors that have not previously been considered.

So, what can we do to develop our critical and creative thinking skills? Although many students may dislike it, group work is an excellent way to develop our thinking skills. Many times I have heard from students their disdain for working in groups based on scheduling, varied levels of commitment to the group or project, and personality conflicts too, of course. True—it’s not always easy, but that is why it is so effective. When we work collaboratively on a project or problem we bring many brains to bear on a subject. These different brains will naturally develop varied ways of solving or explaining problems and examining information. To the observant individual we see that this places us in a constant state of back and forth critical/creative thinking modes.

For example, in group work we are simultaneously analyzing information and generating solutions on our own, while challenging other’s analyses/ideas and responding to challenges to our own analyses/ideas. This is part of why students tend to avoid group work—it challenges us as thinkers and forces us to analyze others while defending ourselves, which is not something we are used to or comfortable with as most of our educational experiences involve solo work. Your professors know this—that’s why we assign it—to help you grow as students, learners, and thinkers!

Foundations of Academic Success: Words of Wisdom Copyright © 2015 by Thomas Priester is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

What Is the Difference Between Analytical and Creative Problem Solving?

Anne pyburn craig.

Analytical and creative problem solving abilities rely on different skill sets. Analytical thinking is also referred to as logical thinking, while creative thinking can also be called "lateral" thinking. Sometimes the difference is described in terms of left-brain, or analytical, and right brain, or creative, thinking. Analytical thinking is useful in solving convergent problems, ones to which there is only one correct answer. Creative thinking works better in solving divergent problems, where there may be many or even infinite solutions. Many problems respond best to a mix of both.

Explore this article

• Problems That Require Analytical Thinking
• Analytical Problem Solving Skills
• Problems That Require Creative Thinking
• Creative Thinking Skills

1 Problems That Require Analytical Thinking

Analytical thinking is essential in solving logistical problems, such as, "What's the best way to ship this load of widgets to Muncie, Indiana?" or "How do I make a week's worth of meals on my limited food budget?" For either of these, you will need a knowledge of facts and the ability to put them together in the right way: shipping prices and speeds, for example, or what ingredients you'll need to make a meatloaf.

2 Analytical Problem Solving Skills

Analytical thinking depends on the ability to recall or research facts and figures that are relevant to the problem. Being able to categorize these facts, use the right ones in the right ways and think logically about the probable outcomes of various options is key to analytical problem solving. So is the ability to narrow down options, eliminating irrelevant data or unworkable choices. Analytical problem solving also calls for the ability to observe trends and tendencies and use what has happened in the past to predict probable outcomes.

3 Problems That Require Creative Thinking

Creative thinking is essential in finding solutions to problems with complex or abstract elements, such as, "What's the best way to govern a city?" or "Why don't my children get along better?" These kinds of problems have no correct answer that applies in every situation, so generating creative ideas is a must. Most of the bigger questions in life call for at least some creative thinking.

4 Creative Thinking Skills

Creative thinking involves the ability to see not just what is evident but also what may be the missing pieces of a solution. One common creative problem-solving technique is brainstorming, in which numerous ideas are collected before any of them are criticized or discarded. Another important skill in creative problem solving is the ability to suspend judgment and follow a train of thought imaginatively to see where it may lead. And sometimes it is helpful to lay a problem aside, allowing its elements to percolate in the subconscious mind, and return to it later to see what new angles or solutions may emerge.

• 1 ITS Education: The Skills of Problem Solving
• 2 Ready To Manage: How Is Critical Thinking Different From Analytical or Lateral Thinking?

About the Author

Anne Pyburn Craig has written for a range of regional and local publications ranging from in-depth local investigative journalism to parenting, business, real estate and green building publications. She frequently writes tourism and lifestyle articles for chamber of commerce publications and is a respected book reviewer.

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Critical thinking and problem-solving, jump to: , what is critical thinking, characteristics of critical thinking, why teach critical thinking.

• Teaching Strategies to Help Promote Critical Thinking Skills

References and Resources

When examining the vast literature on critical thinking, various definitions of critical thinking emerge. Here are some samples:

• "Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven, 1996).
• "Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation" (Angelo, 1995, p. 6).
• "Critical thinking is thinking that assesses itself" (Center for Critical Thinking, 1996b).
• "Critical thinking is the ability to think about one's thinking in such a way as 1. To recognize its strengths and weaknesses and, as a result, 2. To recast the thinking in improved form" (Center for Critical Thinking, 1996c).

Perhaps the simplest definition is offered by Beyer (1995) : "Critical thinking... means making reasoned judgments" (p. 8). Basically, Beyer sees critical thinking as using criteria to judge the quality of something, from cooking to a conclusion of a research paper. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the validity of something (statements, news stories, arguments, research, etc.).

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Wade (1995) identifies eight characteristics of critical thinking. Critical thinking involves asking questions, defining a problem, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, considering other interpretations, and tolerating ambiguity. Dealing with ambiguity is also seen by Strohm & Baukus (1995) as an essential part of critical thinking, "Ambiguity and doubt serve a critical-thinking function and are a necessary and even a productive part of the process" (p. 56).

Another characteristic of critical thinking identified by many sources is metacognition. Metacognition is thinking about one's own thinking. More specifically, "metacognition is being aware of one's thinking as one performs specific tasks and then using this awareness to control what one is doing" (Jones & Ratcliff, 1993, p. 10 ).

In the book, Critical Thinking, Beyer elaborately explains what he sees as essential aspects of critical thinking. These are:

• Dispositions: Critical thinkers are skeptical, open-minded, value fair-mindedness, respect evidence and reasoning, respect clarity and precision, look at different points of view, and will change positions when reason leads them to do so.
• Criteria: To think critically, must apply criteria. Need to have conditions that must be met for something to be judged as believable. Although the argument can be made that each subject area has different criteria, some standards apply to all subjects. "... an assertion must... be based on relevant, accurate facts; based on credible sources; precise; unbiased; free from logical fallacies; logically consistent; and strongly reasoned" (p. 12).
• Argument: Is a statement or proposition with supporting evidence. Critical thinking involves identifying, evaluating, and constructing arguments.
• Reasoning: The ability to infer a conclusion from one or multiple premises. To do so requires examining logical relationships among statements or data.
• Point of View: The way one views the world, which shapes one's construction of meaning. In a search for understanding, critical thinkers view phenomena from many different points of view.
• Procedures for Applying Criteria: Other types of thinking use a general procedure. Critical thinking makes use of many procedures. These procedures include asking questions, making judgments, and identifying assumptions.

Oliver & Utermohlen (1995) see students as too often being passive receptors of information. Through technology, the amount of information available today is massive. This information explosion is likely to continue in the future. Students need a guide to weed through the information and not just passively accept it. Students need to "develop and effectively apply critical thinking skills to their academic studies, to the complex problems that they will face, and to the critical choices they will be forced to make as a result of the information explosion and other rapid technological changes" (Oliver & Utermohlen, p. 1 ).

As mentioned in the section, Characteristics of Critical Thinking , critical thinking involves questioning. It is important to teach students how to ask good questions, to think critically, in order to continue the advancement of the very fields we are teaching. "Every field stays alive only to the extent that fresh questions are generated and taken seriously" (Center for Critical Thinking, 1996a ).

Beyer sees the teaching of critical thinking as important to the very state of our nation. He argues that to live successfully in a democracy, people must be able to think critically in order to make sound decisions about personal and civic affairs. If students learn to think critically, then they can use good thinking as the guide by which they live their lives.

Teaching Strategies to Help Promote Critical Thinking

The 1995, Volume 22, issue 1, of the journal, Teaching of Psychology , is devoted to the teaching critical thinking. Most of the strategies included in this section come from the various articles that compose this issue.

• CATS (Classroom Assessment Techniques): Angelo stresses the use of ongoing classroom assessment as a way to monitor and facilitate students' critical thinking. An example of a CAT is to ask students to write a "Minute Paper" responding to questions such as "What was the most important thing you learned in today's class? What question related to this session remains uppermost in your mind?" The teacher selects some of the papers and prepares responses for the next class meeting.
• Cooperative Learning Strategies: Cooper (1995) argues that putting students in group learning situations is the best way to foster critical thinking. "In properly structured cooperative learning environments, students perform more of the active, critical thinking with continuous support and feedback from other students and the teacher" (p. 8).
• Case Study /Discussion Method: McDade (1995) describes this method as the teacher presenting a case (or story) to the class without a conclusion. Using prepared questions, the teacher then leads students through a discussion, allowing students to construct a conclusion for the case.
• Using Questions: King (1995) identifies ways of using questions in the classroom:
• Reciprocal Peer Questioning: Following lecture, the teacher displays a list of question stems (such as, "What are the strengths and weaknesses of...). Students must write questions about the lecture material. In small groups, the students ask each other the questions. Then, the whole class discusses some of the questions from each small group.
• Reader's Questions: Require students to write questions on assigned reading and turn them in at the beginning of class. Select a few of the questions as the impetus for class discussion.
• Conference Style Learning: The teacher does not "teach" the class in the sense of lecturing. The teacher is a facilitator of a conference. Students must thoroughly read all required material before class. Assigned readings should be in the zone of proximal development. That is, readings should be able to be understood by students, but also challenging. The class consists of the students asking questions of each other and discussing these questions. The teacher does not remain passive, but rather, helps "direct and mold discussions by posing strategic questions and helping students build on each others' ideas" (Underwood & Wald, 1995, p. 18 ).
• Use Writing Assignments: Wade sees the use of writing as fundamental to developing critical thinking skills. "With written assignments, an instructor can encourage the development of dialectic reasoning by requiring students to argue both [or more] sides of an issue" (p. 24).
• Written dialogues: Give students written dialogues to analyze. In small groups, students must identify the different viewpoints of each participant in the dialogue. Must look for biases, presence or exclusion of important evidence, alternative interpretations, misstatement of facts, and errors in reasoning. Each group must decide which view is the most reasonable. After coming to a conclusion, each group acts out their dialogue and explains their analysis of it.
• Spontaneous Group Dialogue: One group of students are assigned roles to play in a discussion (such as leader, information giver, opinion seeker, and disagreer). Four observer groups are formed with the functions of determining what roles are being played by whom, identifying biases and errors in thinking, evaluating reasoning skills, and examining ethical implications of the content.
• Ambiguity: Strohm & Baukus advocate producing much ambiguity in the classroom. Don't give students clear cut material. Give them conflicting information that they must think their way through.
• Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7.
• Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
• Center for Critical Thinking (1996a). The role of questions in thinking, teaching, and learning. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Center for Critical Thinking (1996b). Structures for student self-assessment. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univclass/trc.nclk
• Center for Critical Thinking (1996c). Three definitions of critical thinking [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22(1), 7-8.
• Jones, E. A. & Ratcliff, G. (1993). Critical thinking skills for college students. National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA. (Eric Document Reproduction Services No. ED 358 772)
• King, A. (1995). Designing the instructional process to enhance critical thinking across the curriculum: Inquiring minds really do want to know: Using questioning to teach critical thinking. Teaching of Psychology, 22 (1) , 13-17.
• McDade, S. A. (1995). Case study pedagogy to advance critical thinking. Teaching Psychology, 22(1), 9-10.
• Oliver, H. & Utermohlen, R. (1995). An innovative teaching strategy: Using critical thinking to give students a guide to the future.(Eric Document Reproduction Services No. 389 702)
• Robertson, J. F. & Rane-Szostak, D. (1996). Using dialogues to develop critical thinking skills: A practical approach. Journal of Adolescent & Adult Literacy, 39(7), 552-556.
• Scriven, M. & Paul, R. (1996). Defining critical thinking: A draft statement for the National Council for Excellence in Critical Thinking. [On-line]. Available HTTP: http://www.criticalthinking.org/University/univlibrary/library.nclk
• Strohm, S. M., & Baukus, R. A. (1995). Strategies for fostering critical thinking skills. Journalism and Mass Communication Educator, 50 (1), 55-62.
• Underwood, M. K., & Wald, R. L. (1995). Conference-style learning: A method for fostering critical thinking with heart. Teaching Psychology, 22(1), 17-21.
• Wade, C. (1995). Using writing to develop and assess critical thinking. Teaching of Psychology, 22(1), 24-28.

Other Reading

• Bean, J. C. (1996). Engaging ideas: The professor's guide to integrating writing, critical thinking, & active learning in the classroom. Jossey-Bass.
• Bernstein, D. A. (1995). A negotiation model for teaching critical thinking. Teaching of Psychology, 22(1), 22-24.
• Carlson, E. R. (1995). Evaluating the credibility of sources. A missing link in the teaching of critical thinking. Teaching of Psychology, 22(1), 39-41.
• Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25.
• Halpern, D. F., & Nummedal, S. G. (1995). Closing thoughts about helping students improve how they think. Teaching of Psychology, 22(1), 82-83.
• Isbell, D. (1995). Teaching writing and research as inseparable: A faculty-librarian teaching team. Reference Services Review, 23(4), 51-62.
• Jones, J. M. & Safrit, R. D. (1994). Developing critical thinking skills in adult learners through innovative distance learning. Paper presented at the International Conference on the practice of adult education and social development. Jinan, China. (Eric Document Reproduction Services No. ED 373 159)
• Sanchez, M. A. (1995). Using critical-thinking principles as a guide to college-level instruction. Teaching of Psychology, 22(1), 72-74.
• Spicer, K. L. & Hanks, W. E. (1995). Multiple measures of critical thinking skills and predisposition in assessment of critical thinking. Paper presented at the annual meeting of the Speech Communication Association, San Antonio, TX. (Eric Document Reproduction Services No. ED 391 185)
• Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students' critical thinking skills. Research in Higher Education, 36(1), 23-39.

On the Internet

• Carr, K. S. (1990). How can we teach critical thinking. Eric Digest. [On-line]. Available HTTP: http://ericps.ed.uiuc.edu/eece/pubs/digests/1990/carr90.html
• The Center for Critical Thinking (1996). Home Page. Available HTTP: http://www.criticalthinking.org/University/
• Ennis, Bob (No date). Critical thinking. [On-line], April 4, 1997. Available HTTP: http://www.cof.orst.edu/cof/teach/for442/ct.htm
• Montclair State University (1995). Curriculum resource center. Critical thinking resources: An annotated bibliography. [On-line]. Available HTTP: http://www.montclair.edu/Pages/CRC/Bibliographies/CriticalThinking.html
• No author, No date. Critical Thinking is ... [On-line], April 4, 1997. Available HTTP: http://library.usask.ca/ustudy/critical/
• Sheridan, Marcia (No date). Internet education topics hotlink page. [On-line], April 4, 1997. Available HTTP: http://sun1.iusb.edu/~msherida/topics/critical.html

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Understanding Divergent Thinking

There are various ways individuals approach challenges, problem-solving, and daily functioning. One such way is divergent thinking, a form developed to help individuals consider all viewpoints and options. Learning to think divergently may help individuals find unique and practical solutions to life’s challenges and benefit overall mental health.

Divergent thinking vs. convergent thinking

Divergent thinking is using a creative approach to solve problems . When people use divergent thinking, they look for solutions that they will not arrive at using logic or deduction. In this technique, quantity is more important than quality. The approach involves devising as many ideas as possible without judging or criticizing them.

To understand more about divergent thinking, it may help to contrast it with convergent thinking . Whereas divergent thinking involves generating multiple solutions to a problem through creativity, convergent thinking uses logical, linear steps to analyze information and determine a single, well-defined solution. 

Some fundamental differences between divergent and convergent thinking include the following: 

• Divergent thinking is spontaneous; Convergent thinking is organized. 
• Divergent thinking uses creativity; Convergent thinking uses logic. 
• Divergent thinking generates many possible solutions; Convergent thinking results in a single solution.
• Divergent thinking is concerned with quantity; Convergent thinking prioritizes quality.
• Divergent thinking does not involve criticism or judgment; Convergent thinking uses analysis to determine the best solution.
• Divert thinking is non-linear; Convergent thinking is organized. 

Divergent and convergent thinking can interplay throughout the problem-solving process. For example, if you’re asked to solve a problem, you can use divergent thinking to generate as many ideas as possible and then use convergent thinking to narrow down which of those ideas is best suited to your unique situation. Then, you can return to divergent thinking to generate ideas for how that solution could work and return to convergent thinking to develop a step-by-step plan for implementing that plan. 

Examples of divergent thinking

In creative problem-solving, the divergent stage pushes individuals to generate as many ideas as possible. Below are some examples of how to use divergent thinking:

• Brainstorming: Brainstorming is often done in a group. Every group member is encouraged to contribute ideas, and there may not be a “right” or “wrong” answer. All ideas are encouraged during divergent thinking exercises. 
• Freewriting: This technique may help individuals focus when writing. Choose a set period and start writing information down without worrying about making mistakes or proofreading. This exercise aims to get as many ideas as possible on paper so you can return to them later to organize and refocus. 
• Journaling: Keeping a journal can be an effective way of recording spontaneous ideas or insights that you can later expand on. There are no rules about what goes into a journal; write down anything that comes to mind.
• Subject mapping: With this technique, individuals start with a central idea or topic and expand it outward, creating branches of subtopics. Subject mapping can be an effective way to develop a central idea and a range of solutions.

Examples of convergent thinking

People often use convergent thinking to determine the most appropriate solutions in problem-solving. This format can also be a way to refine and make sense of multiple ideas generated by divergent thinking. Below are several convergent thinking techniques: 

• Grouping: Grouping information into similar ideas using lists or other methods may help individuals organize information. This technique can effectively take an extensive amount of information and refine it into more concise and valuable data.
• Prioritizing: Using convergent thinking to prioritize helps individuals determine which pieces of information are most important so they can focus on those first. 
• Filtering: Filtering helps eliminate ideas that won’t be used. For example, if a solution is too time-consuming or expensive, people can use filtering to eliminate it from the list of solutions they are considering.

How to be a more divergent thinker

Below are a few ways to stimulate divergent thinking.

Brainstorm new ideas

Challenge yourself to come up with new ideas in a specific category every day for a week. For example, on Monday, you might try to come up with at least ten titles for your autobiography. On Tuesday, you could think of possible names for a new pet, and on Wednesday, different ways to arrange your bedroom furniture.

Come up with alternate uses

Choose an everyday object, set a five-minute timer, and write down as many alternate uses for the object as possible. For example, if your object was a towel, some alternate uses you might come up with could be using it as a blanket, rolling it up and putting it at the base of a door to stop drafts, wrapping it around your shoulders as a shawl, or folding it and using it as a seat cushion. 

Write your own news headlines

In the evening, imagine that the news was covering your day. What would the headlines be? Think about the significant events of your day and come up with at least three headlines. For example, you might say, “Woman sleeps in but manages to make it to work on time,” or “Man forgets to defrost the chicken for dinner.” You can also incorporate other people and stimuli you see throughout your day, like, “Person at the bus stop wearing yellow sweater today” or “Neighborhood dog being pushed in a baby stroller.”

How divergent thinking benefits mental health

Because divergent thinking encourages individuals to explore as many ideas as possible, it can have many benefits in everyday life. 

Encouraging new ideas 

Divergent thinking encourages people to think creatively to generate new, innovative ideas. This technique may help people learn to move beyond conventional thinking patterns and explore new ideas, enabling them to develop a learning mindset and hone their creative process.

Improving problem-solving skills 

Divergent thinking can also improve problem-solving skills because this format encourages people to consider various approaches from different angles. As a result, people may become more equipped to figure out the best solution to a problem. The most effective solution might not be what one expects or the most popular solution in a group. 

Influencing open-mindedness 

Creative thinking can also influence open-mindedness because it encourages people to consider all perspectives and be open to all ideas without criticism or judgment. Divergent thinking can increase self-esteem by teaching people to trust in their own ideas and think independently. People can learn to value their own perspectives, which may improve self-worth.

Reducing depression 

Recent research also found that divergent thinking may improve or prevent depressed mood . This research investigated whether engaging in active problem-focused coping, like problem-solving, or decreasing the odds of emotion-focused coping could prevent depressed mood in young people aged 18 to 25. 

The results showed a positive relationship between divergent thinking and positive reappraisal, or reframing events as benign or beneficial, and a negative link between divergent thinking and negative coping. Researchers concluded that divergent thinking could help young adults learn more ways to deal with stressors and reduce feelings of resignation, hopelessness, and uncontrolled negative expression, promoting “coping strategies that can serve as a prophylaxis for hopelessness in young adults that is generally related to depressed mood.”

Support options 

If you’re experiencing symptoms of depression, working with a mental health professional may be beneficial. A therapist can help clients learn problem-solving techniques or guide them through other therapeutic strategies that can help them learn to manage depression symptoms. However, some people experiencing depression may find it challenging to travel for in-person therapy appointments. With an online platform like BetterHelp , clients can attend sessions from the comfort of home at a time that works for them. In addition, individuals can message their therapist anytime, no matter when they are experiencing symptoms.

In addition to being convenient and flexible, research shows that online treatment is effective. One review of 17 studies found that online Cognitive Behavioral Therapy  (CBT) for depression may be more effective than face-to-face counseling , as well as being more affordable for many clients. 

Divergent thinking involves using creativity rather than logic to generate many ideas in an emergent cognitive fashion. Learning to think this way may have benefits, including improving problem-solving skills, increasing self-esteem, and preventing hopelessness related to a depressed mood. If you’re experiencing symptoms of depression and want support in reframing your thoughts, consider reaching out to a therapist online or in your area for personalized support. 

• Anterograde Amnesia: Symptoms, Causes, And Treatment Medically reviewed by Melissa Guarnaccia , LCSW
• Cluster A Personality Disorders: Types, Symptoms, And Treatment Medically reviewed by Julie Dodson , MA
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BMC Nursing volume  23 , Article number:  441 ( 2024 ) Cite this article

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Case analysis is a dynamic and interactive teaching and learning strategy that improves critical thinking and problem-solving skills. However, there is limited evidence about its efficacy as an assessment strategy in nursing education.

This study aimed to explore nursing students’ perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education.

This study used a mixed methods design. Students filled out a 13-item study-advised questionnaire, and qualitative data from the four focus groups was collected. The setting of the study was the College of Nursing at Sultan Qaboos University, Oman. Descriptive and independent t-test analysis was used for the quantitative data, and the framework analysis method was used for the qualitative data.

The descriptive analysis of 67 participants showed that the mean value of the perceived efficacy of case analysis as an assessment method was 3.20 (SD = 0.53), demonstrating an 80% agreement rate. Further analysis indicated that 78.5% of the students concurred with the acceptability of case analysis as an assessment method (mean = 3.14, SD = 0.58), and 80.3% assented its association with clinical competencies as reflected by knowledge and cognitive skills (m = 3.21, SD = 0.60). No significant difference in the perceived efficacy between students with lower and higher GPAs (t [61] = 0.05, p  > 0.05) was identified Three qualitative findings were discerned: case analysis is a preferred assessment method for students when compared to MCQs, case analysis assesses students’ knowledge, and case analysis assesses students’ cognitive skills.

Conclusions

This study adds a potential for the case analysis to be acceptable and relevant to the clinical competencies when used as an assessment method. Future research is needed to validate the effectiveness of case analysis exams in other nursing clinical courses and examine their effects on academic and clinical performance.

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Introduction

Nurses play a critical role in preserving human health by upholding core competencies [ 1 ]. Clinical competence in nursing involves a constant process of acquiring knowledge, values, attitudes, and abilities to deliver safe and high-quality care [ 2 , 3 ]. Nurses possessing such competencies can analyze and judge complicated problems, including those involving crucial patient care, ethical decision-making, and nurse-patient disputes, meeting the constantly altering health needs [ 4 , 5 ]. To optimize the readiness of the new graduates for the challenging clinical work environment needs, nurse leaders call for integrating clinical competencies into the nursing curriculum [ 6 , 7 ] In 2021, the American Association of Colleges of Nursing (AACN) released updated core competencies for professional nursing education [ 8 ]. These competencies were classified into ten fundamental essentials, including knowledge of nursing practice and person-centered care (e.g. integrate assessment skills in practice, diagnose actual or potential health problems and needs, develop a plan of care), representing clinical core competencies.

Nursing programs emphasize clinical competencies through innovative and effective teaching strategies, including case-based teaching (CBT) [ 9 ]. CBT is a dynamic teaching method that enhances the focus on learning goals and increases the chances of the instructor and students actively participating in teaching and learning [ 10 , 11 ]. Additionally, it improves the students’ critical thinking and problem-solving skills and enriches their capacity for independent study, cooperation capacity, and communication skills [ 12 , 13 , 14 , 15 ]. It also broadens students’ perspectives and helps develop greater creativity in fusing theory and practice [ 16 , 17 , 18 , 19 , 20 ]. As the learning environment significantly impacts the students’ satisfaction, case analysis fosters a supportive learning atmosphere and encourages active participation in learning, ultimately improving their satisfaction [ 21 , 22 ].

In addition to proper teaching strategies for clinical competencies, programs are anticipated to evaluate the students’ attainment of such competencies through effective evaluation strategies [ 23 ]. However, deploying objective assessment methods for the competencies remains challenging for most educators [ 24 ]. The standard assessment methods used in clinical nursing courses, for instance, include clinical evaluations (direct observation), skills checklists, Objective Structured Clinical Examination (OSCE), and multiple-choice questions (MCQs) written exams [ 25 ]. MCQs tend to test the recall of factual information rather than the application of knowledge and cognitive skills, potentially leading to assessment inaccuracies [ 26 ].

Given the aforementioned outcomes of CBT, the deployment of case analysis as a clinical written exam is more closely aligned with the course’s expected competencies. A mixed methods study was conducted among forty nursing students at the University of Southern Taiwan study concluded that the unfolding case studies create a safe setting where nursing students can learn and apply their knowledge to safe patient care [ 6 ]. In a case analysis, the patient’s sickness emerges in stages including the signs and symptoms of the disease, urgent care to stabilize the patient, and bedside care to enhance recovery. Thus, unfolding the case with several scenarios helps educators track students’ attained competencies [ 27 ]. However, case analysis as an assessment method is sparsely researched [ 28 ]. A literature review over the past five years yielded no studies investigating case analysis as an assessment method, necessitating new evidence. There remains uncertainty regarding its efficacy as an assessment method, particularly from the students’ perspectives [ 29 ]. In this study, we explored the undergraduate nursing students’ perceived efficacy of case analysis as an assessment method for clinical competencies. Results from this study will elucidate the position of case analysis as an assessment method in nursing education. The potential benefits are improved standardization of clinical assessment and the ability to efficiently evaluate a broad range of competencies.

Research design

Mixed-method research with a convergent parallel design was adopted in the study. This approach intends to converge two data types (quantitative and qualitative) at the interpretation stage to ensure an inclusive research problem analysis [ 30 ]. The quantitative aspect of the study was implemented through a cross-sectional survey. The survey captured the perceived efficacy of using case analysis as an assessment method in clinical nursing education. The qualitative part of the study was carried out through a descriptive qualitative method using focus groups to provide an in-depth understanding of the perceived strengths experienced by the students.

Study setting

Data were collected in the College of Nursing at Sultan Qaboos University (SQU), Oman, during the Spring and Fall semesters of 2023. At the end of each clinical course, the students have a clinical written exam and a clinical practical exam, which constitute their final exam. Most clinical courses use multiple-choice questions (MCQs) in their written exam. However, the child health clinical course team initiated the case analysis as an assessment method in the clinical written exam, replacing the MCQs format.

Participants

For this study, the investigators invited undergraduate students enrolled in the child health nursing clinical course in the Spring and Fall semesters of 2023. Currently, the only course that uses case analysis is child health. Other courses use MCQs. A total enumeration sampling technique was adopted. All the students enrolled in child health nursing clinical courses in the Spring and Fall 2023 semesters were invited to participate in the study. In the Spring, 36 students registered for the course, while 55 students were enrolled in the Fall. We included students who completed the case analysis as a final clinical written exam on the scheduled exam time. Students who did not show up for the exam during the scheduled time and students not enrolled in the course during the Spring and Fall of 2023 were excluded. Although different cases were used each semester, both had the same structure and level of complexity. Further, both cases were peer-reviewed.

Case analysis format

The format presents open-ended questions related to a clinical case scenario. It comprises three main sections: Knowledge, Emergency Room, and Ward. The questions in the sections varied in difficulty based on Bloom’s cognitive taxonomy levels, as presented in Table  1 . An answer key was generated to ensure consistency among course team members when correcting the exam. Three experts in child health nursing peer-reviewed both the case analysis exam paper and the answer key paper. The students were allocated two hours to complete the exam.

Study instruments

Quantitative stage.

The researchers developed a study questionnaire to meet the study objectives. It included two parts. The first was about the demographic data, including age, gender, type of residence, year in the program, and cumulative grade point average (GPA). The second part comprised a 13-item questionnaire assessing the perceived efficacy of case analysis as an assessment method. The perceived efficacy was represented by the acceptability of case analysis as an assessment method (Items 1–5 and 13) and the association with clinical competencies (Items 6 to 12). Acceptability involved format organization and clarity, time adequacy, alignment with course objectives, appropriateness to students’ level, and recommendation for implementation in other clinical nursing courses. Clinical competencies-related items were relevant to knowledge (motivation to prepare well for the exam, active learning, interest in topics, collaboration while studying) and cognitive skills (critical thinking, decision-making, and problem-solving skills) (The questionnaire is attached as a supplementary document).

The questionnaire is answered on a 4-point Likert scale: 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree. Higher scores indicated better perceived efficacy and vice versa. The tool underwent content validity testing with five experts in nursing clinical education, resulting in an item-content validity index ranging from 0.7 to 1. The Cronbach alpha was 0.83 for acceptability and 0.90 for clinical competencies.

Qualitative stage

For the focus group interviews, the investigators created a semi-structured interview guide to obtain an in-depth understanding of the students’ perceived strengths of case analysis as an assessment method. See Table  2 .

Data collection

Data was collected from the students after they gave their written informed consent. Students were invited to fill out the study questionnaire after they completed the case analysis as a clinical written exam.

All students in the child health course were invited to participate in focus group discussions. Students who approached the PI to participate in the focus group discussion were offered to participate in four different time slots. So, the students chose their time preferences. Four focus groups were conducted in private rooms at the College of Nursing. Two trained and bilingual interviewers attended the focus groups, one as a moderator while the other took notes on the group dynamics and non-verbal communication. The discussion duration ranged between 30 and 60 min. After each discussion, the moderator transcribed the audio recording. The transcriptions were rechecked against the audio recording for accuracy. Later, the transcriptions were translated into English by bilingual researchers fluent in Arabic and English for the analysis.

Rigor and trustworthiness

The rigor and trustworthiness of the qualitative method were enhanced using multiple techniques. Firstly, quantitative data, literature reviews, and focus groups were triangulated. Participants validated the summary after each discussion using member checking to ensure the moderator’s understanding was accurate. Third, the principal investigator (PI) reflected on her assumptions, experiences, expectations, and feelings weekly. In addition, the PI maintained a detailed audit trail of study details and progress. The nursing faculty conducted the study with experience in qualitative research and nursing education. This report was prepared following the Standard for Reporting Qualitative Research (SRQR) protocol [ 31 ].

Data analysis

Quantitative data were entered in SPSS version 24 and analyzed using simple descriptive analysis using means, standard deviations, and percentages. After computing the means of each questionnaire item, an average of the means was calculated to identify the perceived efficacy rate. A similar technique was used to calculate the rate of acceptability and clinical competencies. The percentage was calculated based on the mean: gained score/total score* 100. In addition, the investigators carried out an independent t-test to determine the relationship between the perceived efficacy and students’ GPA.

The qualitative data were analyzed using the framework analysis method. In our analysis, we followed the seven interconnected stages of framework analysis: (1) transcription, (2) familiarization with the interview, (3) coding, (4) developing a working analytical framework, (5) applying the analytical framework, (6) charting data into framework matrix and (7) interpreting the data [ 32 ]. Two members of the team separately analyzed the transcriptions. Then, they discussed the coding, and discrepancies were solved with discussion.

Mixed method integration

In our study, the quantitative and qualitative data were analyzed separately, and integration occurred at the interpretation level by merging the data [ 33 ]. As a measure of integration between qualitative and quantitative data, findings were assessed through confirmation, expansion, and discordance. If both data sets confirmed each other’s findings, it was considered confirmation, and if they expanded each other’s insight, it was considered expansion. Discordance was determined if the findings were contradictory.

Ethical considerations

Ethical approval was obtained from the Research and Ethics Committee of the College of Nursing, SQU (CON/NF/2023/18). Informed consent was collected, and no identifiable information was reported. For the focus group interviews, students were reassured that their grades were finalized, and their participation would not affect their grades. Also, the interviewers were instructed to maintain a non-judgmental and non-biased position during the interview. Data were saved in a locked cabinet inside a locked office room. The electronic data were saved in a password-protected computer.

The results section will present findings from the study’s quantitative and qualitative components. The integration of the two data types is described after each qualitative finding.

Quantitative findings

We analyzed the data of 67 participants, representing a 73.6% response rate. The mean age was 21.0 years old (SD 0.73) and 36.4% were male students. See Table  3 for more details.

The descriptive analysis showed that the mean value of the perceived efficacy of case analysis as an assessment method was 3.20 (SD = 0.53), demonstrating an 80% agreement rate. Further analysis indicated that 78.5% of the students concurred the acceptability of case analysis as an assessment method (mean = 3.14, SD = 0.58) and 80.3% (m = 3.21, SD = 0.60) assented the clinical competencies associated with it.

For the items representing acceptability, 81.8% of the students agreed that the case analysis was written clearly, and 80.3% reported that it was well organized. As per the questions, 81% described they were appropriate to their level, and 79.8% agreed upon their alignment with the course objectives. Moreover, the time allocated was adequate for 74.5% of the students, and 73.5% recommend using case analysis as an evaluation strategy for other clinical written examinations.

Regarding the clinical competencies, 77.3% of students agreed that the case analysis motivated them to prepare well for the exam, 81.3% reported that it encouraged them to be active in learning, and 81.0% indicated that it stimulated their interest in the topics discussed in the course. Additionally, 76.5% of the students agreed that the case analysis encouraged them to collaborate with other students when studying for the exam. Among the students, 82.5% reported that the case analysis as an assessment method enhanced their critical thinking skills, 81.0% agreed that it helped them practice decision-making skills, and 81.8% indicated that it improved their problem-solving abilities. See Table  4 .

The independent t-test analysis revealed no significant difference in the perceived efficacy between students with lower and higher GPAs (t [61] = 0.05, p  > 0.05). Further analysis showed that the means of acceptability and clinical competencies were not significantly different between the lower GPA group and higher GPA group, t [62] = 0.72, p  > 0.05 and t [63] = -0.83, p  > 0.05, respectively (Table  5 ).

Qualitative findings

A total of 22 had participated in four focus groups, each group had 5–6 students. The qualitative framework analysis revealed three main findings; case analysis is a preferred assessment method to students when compared to MCQs, case analysis assesses students’ knowledge, and case analysis assesses students’ cognitive skills.

Qualitative Finding 1: case analysis is a preferred assessment method to students when compared to MCQs

Most of the students’ statements about the case analysis as an assessment method were positive. One student stated, “Previously, we have MCQs in clinical exams, but they look as if they are theory exams. This exam makes me deal with cases like a patient, which is good for clinical courses.” . At the same time, many students conveyed optimism about obtaining better grades with this exam format. A student stated, “Our grades, with case analysis format, will be better, … may be because we can write more in open-ended questions, so we can get some marks, in contrast to MCQs where we may get it right or wrong” . On the other hand, a few students suggested adding multiple-choice questions, deleting the emergency department section, and lessening the number of care plans in the ward section to secure better grades.

Although the case analysis was generally acceptable to students, they have repeatedly expressed a need to allocate more time for this type of exam. A student stated, “The limited time with the type of questions was a problem, …” . When further discussion was prompted to understand this challenge, we figured that students are not used to handwriting, which has caused them to be exhausted during the exam. An example is “writing is time-consuming and energy consuming in contrast to MCQs …” . These statements elucidate that the students don’t necessarily mind writing but recommend more practice as one student stated, “More experience of this type of examination is required, more examples during clinical practice are needed.” Some even recommended adopting this format with other clinical course exams by saying “It’s better to start this method from the first year for the new cohort and to apply it in all other courses.”

Mixed Methods Inference 1: Confirmation and Expansion

The abovementioned qualitative impression supports the high acceptability rate in quantitative analysis. In fact, there is a general agreement that the case analysis format surpasses the MCQs when it comes to the proper evaluation strategies for clinical courses. Expressions in the qualitative data revealed more details, such as the limited opportunities to practice handwriting, which negatively impacted the perceived adequacy of exam time.

Qualitative Finding 2: case analysis assesses students’ knowledge

Students conferred that they were reading more about the disease pathophysiology, lab values, and nursing care plans, which they did not usually do with traditional means of examination. Examples of statements include “… before we were not paying attention to the normal lab results but …in this exam, we went back and studied them which was good for our knowledge” and “we cared about the care plan. In previous exams, we were not bothered by these care plans”. Regarding the burden that could be perceived with this type of preparation, the students expressed that this has helped them prepare for the theory course exam; as one student said, “We also focus on theory lectures to prepare for this exam …. this was very helpful to prepare us for the theory final exam as well.” However, others have highlighted the risks of limiting the exam’s content to one case analysis. The argument was that some students may have not studied the case completely or been adequately exposed to the case in the clinical setting. To solve this risk, the students themselves advocated for frequent case group discussions in the clinical setting as stated by one student: “There could be some differences in the cases that we see during our clinical posting, for that I recommend that instructors allocate some time to gather all the students and discuss different cases.” Also, the participants advocated for more paper-based case analysis exercises as it is helpful to prepare them for the exams and enhance their knowledge and skills.

Mixed Methods Inferences 2: Confirmation and Expansion

The qualitative finding supports the quantitative data relevant to items 6, 7, and 8. Students’ expressions revealed more insights, including the acquisition of deeper knowledge, practicing concept mapping, and readiness for other course-related exams. At the same time, students recommended that faculty ensure all students’ exposure to common cases in the clinical setting for fair exam preparation.

Qualitative Finding 3. case analysis assesses students’ cognitive skills

Several statements conveyed how the case analysis format helped the students use their critical thinking and analysis skills. One student stated, “It, the case analysis format, enhanced our critical thinking skills as there is a case with given data and we analyze the case….” . Therefore, the case analysis format as an exam is potentially a valid means to assess the student’s critical thinking skills. Students also conveyed that the case analysis format helped them link theory to practice and provided them with the platform to think like real nurses and be professional. Examples of statements are: “…we connect our knowledge gained from theory with the clinical experience to get the answers…” and “The questions were about managing a case, which is what actual nurses are doing daily.” Another interesting cognitive benefit to case analysis described by the students was holistic thinking. For example, one student said, “Case analysis format helped us to see the case as a whole and not only from one perspective.”

Mixed Methods Inferences 3: Confirmation

The quantitative data indicated mutual agreement among the students that the case analysis enhanced their critical thinking, decision-making, and problem-solving skills. The students’ statements from the interviews, including critical thinking, linking theory to practice, and holistic thinking, further supported these presumptions.

This research presents the findings from a mixed methods study that explored undergraduate nursing students’ perceived efficacy of using case analysis as an assessment method. The perceived efficacy was reflected through acceptability and association with two core competencies: knowledge and cognitive skills. The study findings showed a high rate of perceived efficacy of case analysis as an assessment method among nursing students. Additionally, three findings were extracted from the qualitative data that further confirmed the perceived efficacy: (1) case analysis is a preferred assessment method to students compared to MCQs, (2) case analysis assesses students’ knowledge, and (3) case analysis assesses students’ cognitive skills. Moreover, the qualitative findings revealed details that expanded the understanding of the perceived efficacy among nursing students.

Previous literature reported students’ preference for case analysis as a teaching method. A randomized controlled study investigated student’s satisfaction levels with case-based teaching, in addition to comparing certain outcomes between a traditional teaching group and a case-based teaching group. They reported that most students favored the use of case-based teaching, whom at the same time had significantly better OSCE scores compared to the other group [ 34 ]. As noted, this favorable teaching method ultimately resulted in better learning outcomes and academic performance. Although it may be challenging since no answer options are provided, students appreciate the use of case analysis format in their exams because it aligns better with the course objectives and expected clinical competencies. The reason behind students’ preference for case analysis is that it allows them to interact with the teaching content and visualize the problem, leading to a better understanding. When case analysis is used as an assessment method, students can connect the case scenario presented in the exam to their clinical training, making it more relevant.

In this study, students recognized the incorporation of nursing knowledge in the case analysis exam. They also acknowledged improved knowledge and learning abilities similar to those observed in case-based teaching. Boney et al. (2015) reported that students perceived increased learning gains and a better ability to identify links between different concepts and other aspects of life through case-based teaching [ 35 ]. Additionally, case analysis as an exam promotes students’ in-depth acquirement of knowledge through the type of preparation it entails. Literature suggested that case-based teaching promotes self-directed learning with high autonomous learning ability [ 34 , 36 ]. Thus, better achievement in the case analysis exam could be linked with a higher level of knowledge, making it a suitable assessment method for knowledge integration in nursing care.

The findings of this study suggest that case analysis can be a useful tool for evaluating students’ cognitive skills, such as critical thinking, decision-making, and problem-solving. A randomized controlled study implied better problem-solving abilities among the students in the case-based learning group compared to those in the traditional teaching methods group [ 12 ]. Moreover, students in our study conveyed that case analysis as an exam was an opportunity for them to think like real nurses. Similar to our findings, a qualitative study on undergraduate nutrition students found that case-based learning helped students develop professional competencies for their future practice, in addition to higher-level cognitive skills [ 37 ]. Therefore, testing students through case analysis allows educators to assess the student’s readiness for entry-level professional competencies, including the thinking process. Also, to evaluate students’ high-level cognitive skills according to Bloom’s taxonomy (analysis, synthesis, and evaluation), which educators often find challenging.

Case analysis as an assessment method for clinical courses is partially integrated in case presentation or OSCE evaluation methods. However, the written format is considered to be more beneficial for both assessment and learning processes. A qualitative study was conducted to examine the impact of paper-based case learning versus video-based case learning on clinical decision-making skills among midwifery students. The study revealed that students paid more attention and were able to focus better on the details when the case was presented in a paper format [ 38 ]. Concurrently, the students in our study recommended more paper-based exercises, which they believed would improve their academic performance.

This study has possible limitations. The sample size was small due to the limited experience of case analysis as a clinical written exam in the program. Future studies with larger sample sizes and diverse nursing courses are needed for better generalizability.

Implications

Little evidence relates to the efficacy of case analysis as an evaluation method, suggesting the novelty of this study. Despite the scarcity of case-based assessment studies, a reader can speculate from this study’s findings that there is a potential efficacy of case analysis as an assessment method in nursing education. Future research is warranted to validate the effectiveness of case-analysis assessment methods and investigate the effects of case-analysis exams on academic and clinical performance.

Overall, our findings are in accordance with the evidence suggesting students’ perceived efficacy of case analysis as a teaching method. This study adds a potential for the case analysis to be acceptable and relevant to the clinical competencies when used as an assessment method. Future research is needed to validate the effectiveness of case analysis exams in other nursing clinical courses and examine their effects on academic and clinical performance.

Data availability

The datasets used and/or analyzed during the current study are available fromthe Principal Investigator (BAY) upon reasonable request.

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Acknowledgements

The authors wish to thank the nursing students at SQU who voluntarily participated in this study.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

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Sultan Qaboos University, Al Khodh 66, Muscat, 123, Oman

Basma Mohammed Al Yazeedi, Lina Mohamed Wali Shakman, Sheeba Elizabeth John Sunderraj, Harshita Prabhakaran, Judie Arulappan, Erna Judith Roach, Aysha Al Hashmi & Zeinab Al Azri

Oman College of Health Science, Norht Sharqia Branch, Ibra 66, Ibra, 124, Oman

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Dr. Basma Mohammed Al Yazeedi contributed to conceptualization, methods, data collection, data analysis, writing the draft, and reviewing the final draft. Ms. Lina Mohamed Wali Shakman contributed to conceptualization, data collection, data analysis, writing the draft, and reviewing the final draft. Ms. Sheeba Elizabeth John Sunderraj contributed to conceptualization, methods, data collection, writing the draft, and reviewing the final draft.Ms. Harshita Prabhakaran contributed to conceptualization, data collection, writing the draft, and reviewing the final draft.Dr. Judie Arulappan contributed to conceptualization and reviewing the final draft.Dr. Erna Roach contributed to conceptualization writing the draft and reviewing the final draft.Ms. Aysha Al Hashmi contributed to the conceptualization and reviewing the final draft. Dr. Zeinab Al Azri contributed to data collection, data analysis, writing the draft, and reviewing the final draft.All auhors reviewed and approved the final version of the manuscirpt.

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Correspondence to Zeinab Al Azri .

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The study was conducted in accordance with the Declaration of Helsinki. Ethical approval was obtained from the Research and Ethics Committee of the College of Nursing, Sultan Qaboos University SQU (CON/NF/2023/18). All data was held and stored following the SQU data policy retention. Informed consent to participate was obtained from all of the participants in the study.

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Supplementary Material 1:

The questionnaire used in this study is attached as a supplementary document.

Supplementary Material 2

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Yazeedi, B.M.A., Shakman, L.M.W., Sunderraj, S.E.J. et al. Perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education: a mixed methods study. BMC Nurs 23 , 441 (2024). https://doi.org/10.1186/s12912-024-02102-9

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Received : 07 April 2024

Accepted : 17 June 2024

Published : 28 June 2024

DOI : https://doi.org/10.1186/s12912-024-02102-9

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