Teaching strategies used by nursing faculty to promote critical thinking in the classroom and clinical setting

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Authors
Taulbee, Sarah A.
Advisor
Hodson Carlton, Kay, 1946-
Issue Date
2007
Keyword
Degree
Thesis (M.S.)
Department
School of Nursing
Other Identifiers
Abstract

Critical thinking (CT) is an essential and expected outcome of nursing education. Nursing graduates are required to problem solve and make critical decisions in the rapidly changing environment of knowledge and technological advancement (Twibell, Ryan, & Hermiz, 2005). CT is also an NLNAC outcome requirement of nursing education. Examination of the strategies utilized to facilitate CT is fundamental to nursing education development.The purpose of this study is to identify teaching strategies that promote CT in nursing students in the classroom and clinical setting. Scheffer and Rubenfeld's (2000) definition of critical thinking is the organizing framework for this descriptive study. The sample will include 18 full-time nursing faculty members who teach in the Associate of Science Nursing program from a private college in the Mid-western United States. Permission will be obtained from the Institutional Review Board of the parent organization and rights of the participants will be protected. Nursing faculty will be surveyed and responses reported using descriptive statistics as defined by Scheffer and Rubenfeld's habits of the mind and skills. Findings will be used to provide information for nursing faculty on teaching strategies to promote CT in the classroom and clinical setting in schools of nursing.

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