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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- Purpose: The purpose of this research study was to ascertain associate degree full time nursing program faculty members’ opinions and beliefs regarding their responsibility to teach critical thinking skills to nursing students. Understanding faculty beliefs about critical thinking will provide nursing program directors with insight into faculty teaching abilities and needed areas of focus for faculty professional development. Method: This phenomenological qualitative study was conducted with eight purposively selected, full-time, associate degree nursing program faculty who provided their insights, perceptions, and beliefs using a twelve query, online open-ended questionnaire located on a secure researcher website. Participants described and explained, from their perspectives, their definitions of critical thinking, their exposure to critical thinking, their ability to teach critical thinking skills, and their method of assessing the critical thinking skills of nursing students. Data was analyzed using the Responsive Interviewing Model designed by Rubin and Rubin (2005). Using an inductive process based on the descriptions provided by participants, concepts were outlined and five themes emerged: Participants’ descriptions of critical thinking were synonymous with problem-solving; faculty were either confident or anxious regarding their strategies for teaching critical thinking; participants described the clinical setting more frequently than the classroom as the best scenario for assessing critical thinking skills; participants agreed that critical thinking is a must for nursing education; and, participants agreed that faculty preparation and techniques must be improved to promote critical thinking within a nursing program. Major Findings: Associate degree, full-time, nursing program faculty members fully acknowledged the need for critical thinking throughout the nursing education experience. Participants believed that critical thinking influences a nurse’s ability to make clinical decisions which, in turn, influences delivery of safe patient care. Although nursing program faculty members believed that critical thinking is important, they are puzzled when it comes to teaching critical thinking skills to students. Results of this study indicated the urgent need for nursing program administrators to provide faculty with support and training that will enhance their ability to not only teach critical thinking skills, but also develop basic pedagogical proficiency. Training should include the program’s definition for critical thinking, an explanation of how the definition corresponds with nursing program curriculum, and pedagogical techniques.
- Thesis:
- Thesis (Ph.D.)--Barry University, 2007.
- Bibliography:
- Includes bibliographical references (leaves 168-187).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Tonja L. Williams. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- RT74.5.W55 2007_WilliamsTonjua ( BU-Local )
- Classification:
- RT74.5.W55 2007 ( lcc )
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