scholarly journals Critical Thinking and the Standards of Nursing Education

2004 ◽  
Vol 1 ◽  
pp. 99 ◽  
Author(s):  
Yang Heui Ahn
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Learning Strategy ◽  
Care Delivery ◽  
Health Care Delivery System ◽  
Thinking Disposition ◽  
Teaching Learning

Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

The Lived Experience of Clinical Simulation of Novice Nursing Students

2010 ◽  
Vol 14 (2) ◽  
pp. 8-14 ◽  
Author(s):  
Mary Ann Cordeau,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Lived Experience ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Simulation ◽  
Hermeneutic Phenomenological ◽  
Novice Nursing Students ◽  
Teaching Learning

To effectively use clinical simulation for nursing education, the phenomenon must be understood from the perspective of the nursing student so learner centered teaching/learning strategies can be implemented to achieve desired outcomes. This study examined the lived experience of graded clinical simulation for novice nursing students. Using van Manen’s (1990) method for hermeneutic phenomenological investigation, the written descriptions of 19 novice nursing students were examined. Five thematic clusters; perceived anxiety, seeking and imagining, performing-in-the-moment, critiquing-the-performance, and preparing-for-nursing-practice emerged from the student descriptions of their lived experience of graded clinical simulation. Through understanding students’ perceptions and meanings of clinical simulation when designing, implementing, evaluating individual clinical simulations, this teaching/learning strategy will better meet student needs and learning outcomes.

scholarly journals Relationship Between The Student Nurses’ Critical Thinking Dispositions and Autonomy Levels

2020 ◽  
Author(s):  
Mehmet Günay Uyar ◽  
Şefika Dilek Güven
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Pearson Correlation ◽  
Student Nurses ◽  
Middle Level ◽  
Critical Thinking Disposition ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition ◽  
Number Percentage

INTRODUCTION: The aim of this study was to determine the relationship between nursing students’ critical thinking disposition and autonomy levels. METHODS: The descriptive-relationship seeking study was conducted with 288 nursing students in the nursing department of a state university. Data were collected by using the Descriptive Characteristics Information Form, which included socio-demographic characteristics, California Critical Thinking Disposition Scale and Sociotropy-Autonomy Scale. Data were analyzed by number, percentage, mean, standard deviation and Pearson correlation tests. RESULTS: It was found that the students’ mean autonomy subscale of Sociotropy-Autonomy Scale score was 87.43±11.27 and the overall mean score of critical thinking disposition was 232.52±23.30. There was a statistically significant positive correlation between the students› overall mean scores of California Critical Thinking Disposition Scale and autonomy subscale scores of Sociotropy-Autonomy Scale (r = 0.526, p <0.010). DISCUSSION AND CONCLUSION: In the study, the autonomy levels of the students were above the middle level; critical thinking disposition levels were low; There was a positive relationship between critical thinking disposition and autonomy levels. The results of the study suggest that nursing education curricula should be revised and restructured in order to raise students’ critical thinking and autonomy levels in nursing education.

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

Constructivist Philosophy and Nursing Student Medication Calculations

2013 ◽  
Vol 27 (2) ◽  
pp. 88-94
Author(s):  
Sarah E. Newton ◽  
Margaret Harris ◽  
Laura Pittiglio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Program ◽  
Learning Approach ◽  
First Semester ◽  
Baccalaureate Nursing Program ◽  
Medication Calculations ◽  
Teaching Learning

Prelicensure nursing students often have difficulty performing medication calculations (MCs). Faculty at one baccalaureate nursing program wanted to use nursing theory to guide the development of a teaching–learning approach related to MC’s. Finding little theory related to the topic of MCs, a constructivist-based teaching–learning approach was used instead. The purpose of the study was to assess whether nursing students who received an MC review class that used a teaching–learning approach based on constructivist philosophy had better results on an MC examination than students who received their review via traditional teaching–learning methods. The study participants consisted of two cohorts of first-semester junior-level nursing students from one university-based school of nursing in the Midwestern United States. The results indicated that students in the simulation review class had higher mean scores on an MC examination than students who received their review via more traditional means. Teaching–learning strategies related to MCs based on constructivist philosophy have the potential to improve student learning outcomes, but more research is needed before middle-range theory related to this critically important area of nursing education can be developed.

scholarly journals Telling family stories: learning strategies in family care

2012 ◽  
Vol 25 (spe2) ◽  
pp. 128-133 ◽  
Author(s):  
Ana Lúcia de Moraes Horta ◽  
Mônica Zagallo Camargo ◽  
Maria Goreti da Silva Cruz ◽  
Celina Daspett
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Family Care ◽  
Descriptive Study ◽  
Active Listening ◽  
Family Stories ◽  
Second Year ◽  
New Strategies

OBJECTIVE: To identify how nursing students experience telling their family stories as a learning strategy in family care. METHODS: This was a qualitative and descriptive study, conducted with 18 students (second year, Nursing undergraduate course, Federal University of São Paulo) who participated in four meetings. These were used as an additional resource in formation of family care. Content analysis as proposed by Bardin was used. RESULTS: Three categories emerged: changes in perception and expansion of the concept of family, and redefinition of ties; identification of similarities, beliefs, values, and rituals in family stories; enhancement of active listening as a strategy for family care. CONCLUSION: This study contributed to create new strategies for nursing education in family care so far as students could revise concepts and extend contexts based on stories told by participants.

scholarly journals Students’ Views of Classroom Debates as a Strategy to Enhance Critical Thinking and Oral Communication Skills

2020 ◽  
Vol 10 (2) ◽  
pp. 130-145
Author(s):  
Asih Nurakhir ◽  
Fiqih Nindya Palupi ◽  
Cornelia Langeveld ◽  
Devi Nurmalia
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Communication Skills ◽  
Learning Strategy ◽  
Oral Communication ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Qualitative Research Design ◽  
The Face

Background: The skills in effective communication and critical thinking are essential for nurses to apply appropriate judgments in the delivery of patient care. Classroom debates are evident to be an effective strategy that can be used to improve such skills. Unfortunately, research focusing on classroom debates to promote critical thinking and oral communication skills among nursing students has not been extensively explored.   Purpose: This study aimed to explore nursing students’ views of classroom debates as a learning strategy to enhance critical thinking and oral communication skills.Methods: A descriptive qualitative research design was employed in this study. Twelve students of the undergraduate program in nursing with classroom debate experiences and willingness to participate were purposively recruited for semi-structured interviews. Open-ended questions were used, and probing questions were also generated from the participants to get more detailed information. The interviews were transcribed verbatim and analyzed using the inductive content analysis. Results: The results of the study identified five themes, including the acquisition of new knowledge, awareness and responsiveness to diverse viewpoints and arguments, learning structuring ideas and appropriate ways of presentation, development of other necessary skills, and challenges of classroom debates in nursing education.  Conclusion: Classroom debates promoted the development of critical thinking and oral communication skills, and offered students an opportunity to develop other necessary skills in the face of today’s complex healthcare. Classroom debates can be integrated into the curriculum and teaching practices of any nursing educational institutions.  

scholarly journals Nursing faculty and student transition to a context–based learning curriculum

2017 ◽  
Vol 7 (7) ◽  
pp. 54 ◽  
Author(s):  
Vivian Afrah Puplampu ◽  
Carolyn Ross
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Nursing Theory ◽  
Student Centered ◽  
Student Transition ◽  
Undergraduate Nursing ◽  
Teaching And Learning Strategies

Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

scholarly journals Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study

2020 ◽  
Vol 26 (1) ◽  
pp. 25-35
Author(s):  
Ju Cha ◽  
Jin Kim
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Nursing Students ◽  
Self Efficacy ◽  
Flipped Learning ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Teaching Learning ◽  
Academic Self Efficacy ◽  
Experimental Group

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

scholarly journals Presence of the Reflective and Critical Thinking Capacity in Nursing Curricula in Iberian America

2020 ◽  
Vol 38 (3) ◽  
Author(s):  
Lucila Cárdenas Becerril ◽  
María Antonia Jiménez-Gómez ◽  
María Dolores Bardallo-Porras ◽  
Jesús López-Ortega ◽  
Araceli Monroy-Rojas ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Group Dynamics ◽  
Test Case ◽  
Exploratory Research ◽  
Learning Group ◽  
Nursing Curricula ◽  
Nursing Education Research

Objective. The objective was to identify the presence of the capacity for reflexive-critical thinking or similar, in Nursing Curricula in Iberian America. Methods. The article gathers the results of one of the objectives of the macro-project developed by the Iberian American Network on Nursing Education Research, titled Strategies to develop reflective and critical thinking in nursing students: Iberian America situation. To achieve this, a descriptive and exploratory research was conducted with qualitative approach. An instrument created for this project was used, along with some guiding questions to focus the information. Results. Eight countries participated (Bolivia, Brazil, Colombia, Ecuador, Spain, Mexico, Peru, and Venezuela), which contributed information from 189 curricular plans. The R&CT was found in the majority of the curricula, although with diverse denominations. The principal learning strategies used were problem-based learning, group dynamics, reflective reading, clinical practice, and simulation laboratories. The evaluation methods used are the knowledge test, case analysis, and practical exam. Conclusion. Significant stress exists in the discourse and curricular organization. Incongruences were found and a clear inclination toward the formation of professionals with broad technical skills under a traditional, memory, banking and knowledge accumulation education.

scholarly journals Nursing Student Experiences in Clinical Education with Peer Learning Strategies

2019 ◽  
Vol 14 (1) ◽  
pp. 23
Author(s):  
Nuhla Nuhbah Hamzah ◽  
Suci Tuty Putri ◽  
Sri Sumartini
Keyword(s):  
Nursing Education ◽  
Data Analysis ◽  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Student ◽  
Learning Strategy ◽  
Clinical Skills ◽  
Learning Experience ◽  
Peer Learning ◽  
Clinical Learning

<p>Clinical learning greatly determines the quality of graduates in nursing education. In the clinical learning process students tend to be reluctant and afraid to ask questions and express opinions to lecturers and advisors, but students will be more courageous to ask and express opinions about the courses to other students. Peer learning is a learning strategy where students who have high absorption to become tutors for their friends who have not understood the material for a particular purpose and this method can be an alternative in clinical learning. The study aims to explore students experience on clinical nursing education with peer learning method. The research method which is utilized to develop the study was the qualitative method with phenomenology approach.  The 8 participants in the research students collage base goal of research have been administered. The data analysis of taking interview from participant use Thematic Content Analysis. The data analysis reported that The Learning Experience, Self-Esteem, Leadership and Development of clinical skills.  Peer learning can make students' knowledge grow, more independent, more initiative, more courageous, able to train leadership and improve clinical skills. To sum up, the development of strategy peer learning are able to enhance the skills of nursing students.</p>

Sign in / Sign up

Export Citation Format

Share Document