Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this descriptive study was to identify which concepts and strategies faculty perceive as necessary for the development of critical thinking skills in a collaborative baccalaureate nursing program in Manitoba, Canada. With the advent of the collaborative baccalaureate nursing programs, the development of critical thinking abilities has become a major program goal. To reach this goal, faculty moving from traditional programs and those moving from generic programs to new ones, must first scrutinize their perceptions of critical thinking concepts and strategies. The population of the faculty from the hospital-based and the university-based programs was surveyed. An investigator-designed questionnaire was used to collect data. Factor analysis and correlation coefficients were used to test the validity and reliability of the instrument. As well, descriptive statistics and nonparametric analyses of variances were used to summarize and analyze data. Educators in the collaborative baccalaureate nursing programs in Manitoba suggested a rational-linear model for critical thinking balanced by a creative, process driven model. Teaching experience emerged as a significant factor in critical thinking. Previous clinical experience and education were not significant factors in faculty awareness of critical thinking research. Overall, results revealed an inconsistency among educators in their awareness of critical thinking research, especially where contextual and procedural knowledge were concerned. Further, failure of faculty to clearly distinguish among types of learning has major teaching implications. Although the source of faculty awareness cannot be ascertained from this study, the association between teaching experience and critical thinking bears closer scrutiny. Implications of this study, together with recommendations, are suggested for nursing administrators, faculty, board members of post-secondary institutions, and future researchers.
Faculty Awareness of Critical Thinking Research Within Collaborative Baccalaureate Nursing Programs in Manitoba, Teaching Experience is the Foundation of Critical Thinking
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this descriptive study was to identify which concepts and strategies faculty perceive as necessary for the development of critical thinking skills in a collaborative baccalaureate nursing program in Manitoba, Canada. With the advent of the collaborative baccalaureate nursing programs, the development of critical thinking abilities has become a major program goal. To reach this goal, faculty moving from traditional programs and those moving from generic programs to new ones, must first scrutinize their perceptions of critical thinking concepts and strategies. The population of the faculty from the hospital-based and the university-based programs was surveyed. An investigator-designed questionnaire was used to collect data. Factor analysis and correlation coefficients were used to test the validity and reliability of the instrument. As well, descriptive statistics and nonparametric analyses of variances were used to summarize and analyze data. Educators in the collaborative baccalaureate nursing programs in Manitoba suggested a rational-linear model for critical thinking balanced by a creative, process driven model. Teaching experience emerged as a significant factor in critical thinking. Previous clinical experience and education were not significant factors in faculty awareness of critical thinking research. Overall, results revealed an inconsistency among educators in their awareness of critical thinking research, especially where contextual and procedural knowledge were concerned. Further, failure of faculty to clearly distinguish among types of learning has major teaching implications. Although the source of faculty awareness cannot be ascertained from this study, the association between teaching experience and critical thinking bears closer scrutiny. Implications of this study, together with recommendations, are suggested for nursing administrators, faculty, board members of post-secondary institutions, and future researchers.
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this descriptive study was to identify which concepts and strategies faculty perceive as necessary for the development of critical thinking skills in a collaborative baccalaureate nursing program in Manitoba, Canada. With the advent of the collaborative baccalaureate nursing programs, the development of critical thinking abilities has become a major program goal. To reach this goal, faculty moving from traditional programs and those moving from generic programs to new ones, must first scrutinize their perceptions of critical thinking concepts and strategies. The population of the faculty from the hospital-based and the university-based programs was surveyed. An investigator-designed questionnaire was used to collect data. Factor analysis and correlation coefficients were used to test the validity and reliability of the instrument. As well, descriptive statistics and nonparametric analyses of variances were used to summarize and analyze data. Educators in the collaborative baccalaureate nursing programs in Manitoba suggested a rational-linear model for critical thinking balanced by a creative, process driven model. Teaching experience emerged as a significant factor in critical thinking. Previous clinical experience and education were not significant factors in faculty awareness of critical thinking research. Overall, results revealed an inconsistency among educators in their awareness of critical thinking research, especially where contextual and procedural knowledge were concerned. Further, failure of faculty to clearly distinguish among types of learning has major teaching implications. Although the source of faculty awareness cannot be ascertained from this study, the association between teaching experience and critical thinking bears closer scrutiny. Implications of this study, together with recommendations, are suggested for nursing administrators, faculty, board members of post-secondary institutions, and future researchers.
Faculty Awareness of Critical Thinking Research Within Collaborative Baccalaureate Nursing Programs in Manitoba
Author: Joan C. Pawlikewich
Publisher:
ISBN:
Category :
Languages : en
Pages : 472
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 472
Book Description
Faculty Awareness of Critical Thinking Research Within Collaborative Baccalaureate Nursing Programs in Manitoba
Author: Joan C. Pawlikewich
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
A Descriptive Study of Teaching Strategies Perceived by Faculty in Baccalaureate Nursing Programs in Tennessee to Promote the Development of Critical Thinking
Author: Lois W. Tate
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 250
Book Description
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 250
Book Description
An Analysis of Teaching Critical Thinking as Perceived by Female Baccalaureate Nurse Educators
Author: Sandra J. Garrison Brennan
Publisher:
ISBN:
Category :
Languages : en
Pages : 250
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 250
Book Description
Critical Thinking Skills of Baccalaureate Nursing Students in a Collaborative Nursing Program
Author: Frances Elaine Johnson
Publisher:
ISBN: 9780493550640
Category : Critical thinking
Languages : en
Pages : 346
Book Description
Publisher:
ISBN: 9780493550640
Category : Critical thinking
Languages : en
Pages : 346
Book Description
An Exploration of Faculty Perspectives of Online Teaching in a Sample of Collaborative Baccalaureate Nursing Programs in Ontario Colleges
Author: Micki Marilyn Puksa
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
This thesis examined online teaching in the Ontario college sector in prelicensure collaborative baccalaureate nursing programs with the purpose of exploring and understanding best practice implementation and the nature and appropriateness of curriculum content for online delivery in nursing programs, as perceived by the faculty who have taught or are teaching courses online. The overarching question for this study was: What are the perceptions of participating faculty regarding the nature, challenges and strengths of teaching online course content in prelicensure collaborative baccalaureate nursing programs, and what are the implications for online course delivery? I used an exploratory-descriptive design and constructivist lens and pragmatic worldview with a mixed-methods data collection methodology to answer the research questions. The theoretical framework was rooted in constructivism as a teaching approach. My study included a representative sample of 13 English language Colleges in Ontario that offer prelicensure collaborative baccalaureate nursing programs. Participants were full-time and part-time nursing faculty and program coordinators in these programs. Data were collected through document analysis, an online questionnaire survey completed by 32 faculty (53.3%), and interviews with 16 nursing faculty. Based on the findings, I concluded that online education is useful in these nursing programs when the content and the semesters/years are appropriate, and necessary supports are in place. Content containing complex cognitive concepts was perceived as better suited to face-to-face settings, as was experiential learning such as relational practice and psychomotor skill mastery. A hybrid delivery format was the most preferred teaching environment. Faculty experienced challenges with developing higher level online discussions and having students collaborate. Faculty perceived that online teaching took much more time and there was a need for acknowledgement by leadership of this time in workload assignments. Though the colleges in this study are representative of the Ontario CAATs, the findings are not broadly generalizable. However, they will be of interest to other academic programs that wish to assess their own use of online learning, particularly in people and practice-based professional programs that prepare practitioners who work with vulnerable populations.
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
This thesis examined online teaching in the Ontario college sector in prelicensure collaborative baccalaureate nursing programs with the purpose of exploring and understanding best practice implementation and the nature and appropriateness of curriculum content for online delivery in nursing programs, as perceived by the faculty who have taught or are teaching courses online. The overarching question for this study was: What are the perceptions of participating faculty regarding the nature, challenges and strengths of teaching online course content in prelicensure collaborative baccalaureate nursing programs, and what are the implications for online course delivery? I used an exploratory-descriptive design and constructivist lens and pragmatic worldview with a mixed-methods data collection methodology to answer the research questions. The theoretical framework was rooted in constructivism as a teaching approach. My study included a representative sample of 13 English language Colleges in Ontario that offer prelicensure collaborative baccalaureate nursing programs. Participants were full-time and part-time nursing faculty and program coordinators in these programs. Data were collected through document analysis, an online questionnaire survey completed by 32 faculty (53.3%), and interviews with 16 nursing faculty. Based on the findings, I concluded that online education is useful in these nursing programs when the content and the semesters/years are appropriate, and necessary supports are in place. Content containing complex cognitive concepts was perceived as better suited to face-to-face settings, as was experiential learning such as relational practice and psychomotor skill mastery. A hybrid delivery format was the most preferred teaching environment. Faculty experienced challenges with developing higher level online discussions and having students collaborate. Faculty perceived that online teaching took much more time and there was a need for acknowledgement by leadership of this time in workload assignments. Though the colleges in this study are representative of the Ontario CAATs, the findings are not broadly generalizable. However, they will be of interest to other academic programs that wish to assess their own use of online learning, particularly in people and practice-based professional programs that prepare practitioners who work with vulnerable populations.
Effect of Collaborative Testing on Long-term Knowledge Retention Among Baccalaureate Nursing Students
Author: Karen Kay Vietz
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
Book Description
Perceptions of Nursing Faculty and Students of a Generic Baccalaureate-nursing Program
Author: Sau Mui Chan-Goh
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 190
Book Description
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 190
Book Description
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
Book Description