Download or read book A Survey of Teaching Strategies Used in California Community College Nursing Programs to Foster Critical Thinking written by Nicki Harrington and published by . This book was released on 2021 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Active Learning Strategies in Classroom Teaching written by Karen Lynne Nabors and published by . This book was released on 2012 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The complex role of today's nurses warrants higher levels of critical thinking and clinical judgment skills. Critical thinking is recognized as an essential component of nursing practice by the National League for Nursing (NLN). Nursing graduates must be prepared to practice as competent healthcare professionals in a highly complex, diverse, and ever-changing environment. Critical thinking is crucial to providing safe, competent, and skillful nursing practice. Important decisions related to patient care require nurses to master critical thinking skills. Critical thinking skills can be developed with practice. Nurse educators are obligated to create learning environments that support critical thinking. Not only is it important what students learn, but equally important is how they learn. Traditional teaching methods should be transformed to improve learning experiences and facilitate lifelong learning. Teaching strategies that involve experience by "doing" and dialogue with "others" will promote more significant learning. There is a lack of evidence of consistent teaching methods among nurse educators. Nursing graduates with an associate degree outnumber those with a bachelor's degree but overall do not perform as well on the nurse licensure exam as baccalaureate graduates. The purpose of this dissertation research was to examine which teaching methods community college associate degree nurse (ADN) educators in a southern state were utilizing in the classroom to enhance student learning and develop critical thinking in nursing students enrolled in fundamentals and/or medical-surgical nursing courses. The researcher sought to answer six research questions: 1) What teaching strategies are community college associate degree nurse educators who teach fundamentals and medical-surgical nursing courses using in the classroom to enhance student learning and develop critical thinking? 2) What barriers are encountered when utilizing ALS in the nursing classroom? 3) What are the perceived benefits of utilizing ALS in the nursing classroom? 4) Is there a difference in the frequency of utilization of teaching strategies that involve experience by "doing" and experience by "observing"? 5) Is there a difference in the frequency of utilization of teaching strategies that involve dialogue with "self" and dialogue with "others"? 6) What is the perceived effectiveness of teaching strategies used by associate degree nurse educators in the classroom to enhance student learning and develop critical thinking?

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Descriptive Study of Teaching Strategies Perceived by Faculty in Baccalaureate Nursing Programs in Tennessee to Promote the Development of Critical Thinking written by Lois W. Tate and published by . This book was released on 1996 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching Critical Thinking in Psychology written by Dana S. Dunn and published by John Wiley & Sons. This book was released on 2009-01-30 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Critical Thinking in Psychology features currentscholarship on effectively teaching critical thinking skills at alllevels of psychology. Offers novel, nontraditional approaches to teaching criticalthinking, including strategies, tactics, diversity issues, servicelearning, and the use of case studies Provides new course delivery formats by which faculty cancreate online course materials to foster critical thinking within adiverse student audience Places specific emphasis on how to both teach and assesscritical thinking in the classroom, as well as issues of widerprogram assessment Discusses ways to use critical thinking in courses ranging fromintroductory level to upper-level, including statistics andresearch methods courses, cognitive psychology, and capstoneofferings

Download or read book Evaluation and Testing in Nursing Education written by Marilyn H. Oermann, PhD, RN, ANEF, FAAN and published by Springer Publishing Company. This book was released on 2009-05-18 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designated a Doody's Core Title and Essential Purchase! "Without question, this book should be on every nurse educator's bookshelf, or at least available through the library or nursing program office. Certainly, all graduate students studying to be nurse educators should have a copy." --Nursing Education Perspectives "This [third edition] is an invaluable resource for theoretical and practical application of evaluation and testing of clinical nursing students. Graduate students and veteran nurses preparing for their roles as nurse educators will want to add this book to their library." Score: 93, 4 stars --Doody's "This 3rd edition. . . .has again given us philosophical, theoretical and social/ethical frameworks for understanding assessment and measurement, as well as fundamental knowledge to develop evaluation tools for individual students and academic programs." -Nancy F. Langston, PhD, RN, FAAN Dean and Professor Virginia Commonwealth University School of Nursing All teachers need to assess learning. But often, teachers are not well prepared to carry out the tasks related to evaluation and testing. This third edition of Evaluation and Testing in Nursing Education serves as an authoritative resource for teachers in nursing education programs and health care agencies. Graduate students preparing for their roles as nurse educators will also want to add this book to their collection. As an inspiring, award-winning title, this book presents a comprehensive list of all the tools required to measure students' classroom and clinical performance. The newly revised edition sets forth expanded coverage on essential concepts of evaluation, measurement, and testing in nursing education; quality standards of effective measurement instruments; how to write all types of test items and establish clinical performance parameters and benchmarks; and how to evaluate critical thinking in written assignments and clinical performance. Special features: The steps involved in test construction, with guidelines on how to develop test length, test difficulty, item formats, and scoring procedures Guidelines for assembling and administering a test, including design rules and suggestions for reproducing the test Strategies for writing multiple-choice and multiple-response items How to develop test items that prepare students for licensure and certification examinations Like its popular predecessors, this text offers a seamless blending of theoretical and practical insight on evaluation and testing in nursing education, thus serving as an invaluable resource for both educators and students.

Download or read book Teaching Strategies Used by Nursing Faculty to Promote Critical Thinking in the Classroom and Clinical Setting written by Sarah A. Taulbee and published by . This book was released on 2007 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Teaching Critical Thinking as Perceived by Female Baccalaureate Nurse Educators written by Sandra J. Garrison Brennan and published by . This book was released on 1993 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Use of Deliberative Discussion as a Teaching Strategy to Enhance the Critical Thinking Abilities of Freshman Nursing Students microform written by Janiszewski Goodin, Heather Isobel and published by Ann Arbor, Mich. : University Microfilms International. This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The ability to critically think is an essential quality needed in today's nurses. Nurse educators are challenged to employ teaching methods that provide nursing students with the opportunity to practice and enhance their critical thinking skills. Deliberative discussion is one such teaching method that invites participants to engage in a shared inquiry regarding public issues. The purpose of this pretest-posttest control group experimental study was to investigate the effects of using the deliberative discussion method teaching strategy to enhance the critical thinking abilities of Freshman Nursing students. All Freshman Nursing students in a baccalaureate nursing program at a small, private university were invited to participate (N = 71) and completed pretest and posttest data were collected on 23 nursing students. Participants were randomly assigned to attend three deliberative discussion sessions over a 13 week period or to the control group. Using the California Critical Thinking Skills Test, the researcher found that there was no difference in critical thinking scores between the deliberative discussion group (n = 7) and the control group (n = 16). The quality and depth of students' critical thinking abilities during the deliberative discussions did not increase from session one to session three. However, there was evidence that critical thinking did occur in two out of the three sessions. Findings have implications for nurse educators to help them develop insight into the usefulness of deliberative discussions as a means to foster critical thinking in nursing students. Further, future longitudinal research is needed to study changes in critical thinking over longer periods of time using the deliberative discussion method.

Download or read book LPN to RN Transitions written by Nicki Harrington and published by Lippincott Williams & Wilkins. This book was released on 2008-01-01 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now in its Third Edition, this book meets the needs of practical/vocational nurses and nursing faculty, as they work together to smooth the transition from the LPN to the RN role. The text provides interactive student exercises and strategies to "socialize" the LPN nurse/student into an RN program, taking into consideration its philosophy and curricular framework. This Third Edition includes an expanded chapter on communication and a new chapter on the NCLEX®.

Download or read book Nurse Educators Critical Thinking written by Christy L. Raymond-Seniuk and published by . This book was released on 2014 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical thinking is an important indicator of student learning and is an essential outcome of baccalaureate nursing education. The role of nurse educators in the development of students' critical thinking has been overlooked despite the importance of their actions to facilitate critical thinking in nursing education. How nurse educators reveal their critical thinking in practice is also unknown. The purpose of this study was to explore nurse educators' critical thinking in clinical practice. I utilized a mixed methods triangulated design with a grounded theory approach for the qualitative phase of the research. I employed three data collection approaches including critical thinking self-assessment tools (CCTST-California Critical Thinking Skills Test and CCTDI-California Critical Thinking Disposition Inventory), participant observation, and interviews. As part of my exploration, I completed an integrative review of nursing research examining nurse educators' critical thinking. The integrative review I completed highlighted issues such as the continued lack of a consensus definition of critical thinking and the limited presence of conceptual models to guide the use of critical thinking in nursing education. As well, the integrative review illuminated the emergence of some beginning patterns in the measurement of nurse educators' critical thinking. The findings from my mixed methods study found that nurse educator participants had moderately strong critical thinking skills along with a positive inclination to think critically, as measured by the CCTST and CCTDI. These results are similar to other findings evident from the limited studies completed to date. My study captured one interpretation of how nurse educators revealed their critical thinking in clinical practice. Based on my interpretation, I created a conceptual model depicting how nurse educators' show their critical thinking in the clinical setting. The important categories of this model include: a) fostering the student-educator relationship; b) role modeling critical thinking; c) mobilizing and operationalizing resources; as well as d) balancing factors that impact nurse educators' critical thinking. My study's findings inform what is known about nurse educators' critical thinking and how it can be revealed in nurse educators' teaching practice. Given my findings, I offer recommendations for future nursing education practice and research.

Download or read book Cumulated Index Medicus written by and published by . This book was released on 1987 with total page 1196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Cases on Teaching Critical Thinking through Visual Representation Strategies written by Shedletsky, Leonard J. and published by IGI Global. This book was released on 2014-03-31 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most important aspects of a comprehensive education involves teaching students to analyze arguments and form their own opinions based on available information. Visual and graphical mapping strategies are useful in helping students to consider problems from a variety of perspectives. Cases on Teaching Critical Thinking through Visual Representation Strategies brings together research from scholars and professionals in the field of education to provide new insights into the use of visual aids for student development in reasoning and critical thinking. This essential reference source will enable academics, researchers, and practitioners in fields such as education, business, and technology to more effectively foster students’ critical thinking skills.

Download or read book Educating Nurses written by Patricia Benner and published by John Wiley & Sons. This book was released on 2009-12-09 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for Educating Nurses "This book represents a call to arms, a call for nursing educators and programs to step up in our preparation of nurses. This book will incite controversy, wonderful debate, and dialogue among nurses and others. It is a must-read for every nurse educator and for every nurse that yearns for nursing to acknowledge and reach for the real difference that nursing can make in safety and quality in health care." —Beverly Malone, chief executive officer, National League for Nursing "This book describes specific steps that will enable a new system to improve both nursing formation and patient care. It provides a timely and essential element to health care reform." —David C. Leach, former executive director, Accreditation Council for Graduate Medical Education "The ideas about caregiving developed here make a profoundly philosophical and intellectually innovative contribution to medicine as well as all healing professions, and to anyone concerned with ethics. This groundbreaking work is both paradigm-shifting and delightful to read." —Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice "This book is a landmark work in professional education! It is a must-read for all practicing and aspiring nurse educators, administrators, policy makers, and, yes, nursing students." —Christine A. Tanner, senior editor, Journal of Nursing Education "This work has profound implications for nurse executives and frontline managers." —Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University

Download or read book Fostering Critical Thinking in Undergraduate Nursing Students written by Kathleen A. LuPone and published by . This book was released on 2017 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from previous studies indicated nursing students needed to further develop critical thinking (CT) - especially with respect to employing it in their clinical reasoning. Thus, the study was conducted to support development of students' CT in the areas of inference subskills that could be applied as they engaged in clinical reasoning during course simulations. Relevant studies from areas such as CT, clinical reasoning, nursing process, and inference subskills informed the study. Additionally, the power of simulation as an instructional technique along with reflection on those simulations contributed to the formulation of the study. Participants included junior nursing students in their second semester of nursing school. They completed a pre- and post-intervention Critical Thinking Survey, reflective journals during the course of the intervention, and interviews at the conclusion of the study. The intervention provided students with instruction on the use of three inference subskills (Facione, 2015). Moreover, they wrote reflective journal entries about their use of these skills. Quantitative results indicated no changes in various CT measures. By comparison, qualitative data analysis of individual interviews and reflective journals showed students: applied inference subskills in a limited way; demonstrated restricted clinical reasoning; displayed emerging reflection skills; and established a foundation on which to build additional CT in their professional roles. Limitations of the study included time - length of the intervention and limited power of the instruction - depth of the instruction with respect to teaching the inference subskills. Discussion focused on explaining the results. Implications for teaching included revision of the instruction in inference subskills to be more robust by extending it over time, perhaps across courses. Additionally, use of a flipped instructional process was discussed in which students would learn the subskills by viewing video modules prior to class and then are guided to apply their learning in classroom health care simulations. Implications for research included closer examination of the development of CT in clinical reasoning to devise a developmental trajectory that might be useful to understand this phenomenon and to develop teaching strategies to assist students in learning to use these skills as part of the clinical reasoning process.

Download or read book Critical Conversations written by Susan Gross Forneris and published by National League for Nursing. This book was released on 2017-09-07 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: With today's health care systems demanding not only capable nurses but also reflective practitioners, nurse educators are challenged more than ever to engage students in making sense of their experiences and responding thoughtfully to diverse situations. Critical Conversations helps nursing educators discover how better listening can lead to better learning with insightful guidance on the conversations that drive effective understanding for both instructors and students. Applying The NLN Guide for Teaching Thinking, this monograph helps nursing educators practice and implement the most effective strategies for fostering critical conversations across simulation, classroom, and clinical learning environments. From conceptualizing learning as meaning making to the cognitive strategy of being critical and engaging learners through purposeful learning conversations, straightforward exemplars throughout the text offer a support structure to guide educators in helping students learn to think deeply and critically in any setting.