Perceived Barriers to the Teaching of Critical Thinking Skills by Nursing Faculty in Generic BSN Programs in Tennessee PDF Download
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Author: Renee C. Shell
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Author: Renee C. Shell
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Author: Lois W. Tate
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 250
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Author: Marianne Harman
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 120
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Category : Dissertation abstracts
Languages : en
Pages : 848
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Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 752
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Author: Sau Mui Chan-Goh
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 190
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Book Description
Author: Tonjua L. Williams
Publisher:
ISBN:
Category : Associate degree nurses
Languages : en
Pages : 414
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Author: Sandra J. Garrison Brennan
Publisher:
ISBN:
Category :
Languages : en
Pages : 250
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Author:
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Category :
Languages : en
Pages :
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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.
Author: Nicki Harrington
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 163
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This study explicated critical thinking teaching strategies being utilized by California Associate Degree Nursing (ADN) faculty, and their perceived effectiveness, to serve as a model for faculties in nursing and other disciplines. Questions addressed by the study included not only teaching strategies in use and their perceived effectiveness, but also exploration of common threads among nursing educators in their definitions of critical thinking, and common themes of "especially effective" techniques. The study involved a pilot of the survey instrument, utilizing one sample school's nursing faculty, with subsequent distribution to all 69 other ADN program senior nursing course lead faculty. The instrument included demographic school and personal faculty data; closed-form, Likert-scale questions on critical thinking teaching strategies and their perceived effectiveness; and an open-form question requesting a narrative description of an "especially effective" teaching strategy that had been implemented. Respondents were also asked to articulate a definition of critical thinking. A 70% return rate was obtained, utilizing follow-up letters and phone calls. The typical respondent was female, 41 to 50 years of age, with 11 to 20 years of experience in teaching nursing. Study results showed that a common definition of critical thinking did not exist among sample respondents, although five major threads could be identified. Respondents defined the concept of critical thinking through one or more of the following lenses: (1) problem-solving (nursing process); (2) Bloom's taxonomy of higher-order thinking skills; (3) reasoning (or informal logic); (4) reflection, imagining alternatives, challenging beliefs, and creativity; and (5) thinking about thinking, interpreting meaning, and metacognition. Critical thinking teaching strategies used most often, and perceived as very effective by faculty, included brainstorming, use of case studies, class or small group discussion, inductive reasoning techniques, scenarios or role play, written reports, self-study exercises, and teacher role modeling. Narrative descriptions from respondents' teaching experience fell generally into the categories of case studies, class or small group discussion, scenarios or role play, written reports, inductive reasoning techniques, brainstorming, and panel discussions. The dominant theme that emerged from the data was the use of case studies. Study results display 22 exemplars of actual teaching strategies that have been implemented by nurse educator respondents, including their commentaries. Discussion and implications of research findings and recommendations for further study are provided.
