Teaching strategies to facilitate critical thinking in classroom and clinical settings : perceptions of nursing faculty

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Authors
Shafer, Marsann L.
Advisor
Ryan, Marilyn E.
Issue Date
2006
Keyword
Degree
Thesis (M.S.)
Department
School of Nursing
Other Identifiers
Abstract

Critical thinking in nursing is an essential component of professional accountability for quality nursing care. Critical thinking has become a benchmark for evaluating nursing students' performance in the classroom and clinical settings.Although there is significant recognition of the importance of developing critical thinking skills in nursing students, it is important to translate theory into teaching practices. The purpose of this study is to determine what teaching strategies nursing faculty are using to facilitate critical thinking in classroom and clinical settings. The organizing framework for this descriptive study is Scheffer and Rubenfeld's (2000) consensus definition of critical thinking. An estimated convenience sample of 100 nursing faculty will be drawn from all full time, nursing faculty at Ivy Tech Community College campuses in Indiana. A questionnaire, Methods for Teaching Critical Thinking in Classroom and Clinical Settings, will be mailed. Permission will be obtained from Ball State University and each of the Ivy Tech campuses. Findings will provide nursing faculty with information about established teaching strategies that facilitate critical thinking skills in classroom and clinical settings.

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