Abstract/Details

Nursing faculty perceptions on teaching critical thinking


2010 2010

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Abstract (summary)

The perceptions of nursing faculty teaching critical thinking (CT) affective attributes and cognitive skills are described in this quantitative, descriptive study. The study sample consisted of nurse educators from the National League of Nursing database. The purpose of the study was to gain nursing faculty perception of which teaching strategies they used to teach CT. The rationale for the study was to explore how nursing faculty teach nursing students CT affective attributes and cognitive skills to care for clients with complex and multiple health care situations and in a highly technological health care environment. Nursing faculty is obligated to create learning environments to promote CT. Questionnaires were sent to 50 deans and directors of nursing programs asking them to describe which teaching strategies they thought were effective for teaching CT. Follow-up phone interviews were conducted with 7 nursing faculty who agreed to be interviewed. The results indicate that nursing faculty use multiple teaching strategies to effectively teach CT. The results indicate that nursing faculty believe that CT is a developmental process throughout the curriculum. The findings are congruent with the literature review, which showed that multiple teaching strategies were needed for development of CT affective attributes and cognitive skills. The findings are congruent with the current thinking about the use of simulation and technology in developing CT.

Indexing (details)


Subject
Health education;
Teacher education;
Nursing
Classification
0350: Health education
0530: Teacher education
0569: Nursing
Identifier / keyword
Health and environmental sciences; Education; Critical thinking; Critical thinking evaluation; Nursing education; Nursing faculty; Teaching for critical thinking; Teaching strategies
Title
Nursing faculty perceptions on teaching critical thinking
Author
Clark, Doris A.
Number of pages
134
Publication year
2010
Degree date
2010
School code
1351
Source
DAI-B 71/01, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781109569650
Advisor
Bronner, Julia
Committee member
Hughes, Gail; Sharps, Phyllis
University/institution
Capella University
Department
School of Education
University location
United States -- Minnesota
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3389872
ProQuest document ID
305243381
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305243381
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