Perceived barriers to teaching for critical thinking in clinical settings

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dc.contributor.advisor Ryan, Marilyn E. Markey, Karin A. en_US 2011-06-09T15:32:15Z 2011-06-09T15:32:15Z 2008 en_US 2008
dc.description.abstract The NLNAC criterion for accreditation of nursing schools mandates that faculty evaluate the critical thinking skills of nursing students. The purpose of this study is to describe barriers that nurse educators perceive in teaching critical thinking (CT) skills to baccalaureate students in the clinical setting. The study is based on previous work by the National League for Nursing (2008) and Shell (2001) indicating that nursing faculty have identified several barriers to teaching CT. The study will take place at Grand Valley State University and University of Detroit-Mercy. The anticipated sample will be 40 faculty who teach nursing in the classroom or clinical settings. The Survey of Perceived Barriers to Teaching Critical Thinking by BSN Faculty (Shell) will be used to collect data about faculty perceptions. The findings from this research will provide information about the barriers faculty identify regarding teaching CT in clinical settings.
dc.description.sponsorship School of Nursing
dc.format.extent iii, 58 p. : digital, PDF file. en_US
dc.source CardinalScholar 1.0 en_US
dc.subject.lcsh Critical thinking -- Study and teaching (Higher) en_US
dc.subject.lcsh Nursing students.
dc.subject.lcsh Nursing schools -- Faculty -- Attitudes.
dc.title Perceived barriers to teaching for critical thinking in clinical settings en_US
dc.type Research paper (M.S.), 3 hrs. en_US Thesis (M.S.) en_US
dc.identifier.cardcat-url en_US

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  • Research Papers [5068]
    Research papers submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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