Teaching methods for critical thinking in the classroom and clinical settings in schools of nursing
Graduates of nursing programs are required to use high level skills in delivery and evaluation of patient care in practice (Staib, 2003). There is an escalating need for nursing faculty to develop strategies to teach critical thinking in schools of nursing. Critical thinking is an expected learning outcome of nursing education (NLNAC, 2003). The purpose of this study is to describe teaching methods being used by nursing faculty to teach critical thinking in the classroom and clinical settings. Scheffer and Rubenfeld's (2000) definition of critical thinking is the organizing framework for this descriptive study. The sample will be 30 nursing faculty who teach in the classroom and clinical setting in Baccalaureate Nursing Programs from six private universities and colleges in Indiana. Permission will be obtained from Ball State University and the six participating institutions. Focus groups will be conducted with five nursing faculty from each of the six schools. Nursing faculty will be interviewed on teaching methods based on the Habits of Mind outlined by Scheffer and Rubenfeld. Findings will provide information for faculty regarding teaching methods for critical thinking in both the classroom and clinical settings in schools of nursing.