scholarly journals Assessment of the needs of student nurses regarding critical thinking in nursing practice

2016 ◽  
Vol 5 (2) ◽  
pp. 190
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Phase 1 ◽  
Student Nurses ◽  
Target Population ◽  
Thinking Skills ◽  
Educational Programme ◽  
Case Scenario ◽  
Senior Student ◽  
Contextual Design

This study involved a quantitative, quasi-experimental and contextual design. The target population for this phase was senior student nurses registered at the University of Namibia, in their fourth year of nursing studies in the training hospitals of Windhoek and Oshakati. A total of 46 fourth-year nursing students, registered at the Faculty of Medical and Health Sciences in the Department of Nursing, were included for phase 1 except for the two students who took part in the pilot study. The students were from both campuses, namely the Windhoek and Oshakati campuses, doing the four-year Diploma in Comprehensive Nursing curriculum, which incorporates the principles of critical thinking. An imaginary case scenario was developed for students to analyse and answer some relevant questions to enable the researcher to determine the level of understanding and integration of critical thinking. In this study each student’s answers were deductively analysed by calculating central values, more specifically the mean for each question, to determine their application of critical thinking skills in the management of a nursing problemThe researcher has, with literature support, arrived at “umbrella” concepts, namely the most important concepts that nurses in Namibia need and without which they cannot practice. These umbrella concepts are to be included in the educational programme.

scholarly journals Critical Thingking and Decision Making Skills Based Learning Methods at The Faculty of Nursing Universitas Padjadjaran

2017 ◽  
Vol 3 (2) ◽  
pp. 126
Author(s):  
Citra Windani Mambang Sari ◽  
Siti Yuyun Rahayu Fitri ◽  
Efri Widianti
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Nursing Students ◽  
Soft Skills ◽  
Student Nurses ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Group ◽  
Quantitative Descriptive ◽  
Methods Of Learning

ABSTRAK Metode pembelajaran yang diberikan sangat berpengaruh dalam kemampuan berpikir kritis dan keterampilan mahasiswa perawat dalam mengambil keputusan. Kemampuan berfikir kritis dan keterampilan mengambil keputusan ini merupakan dua hal yang dapat dijadikan dasar untuk melihat kompetensi lulusan perawat. Tujuan dari penelitian ini adalah mengidentifikasi kemampuan berpikir kritis dan keterampilan mengambil keputusan pada mahasiswa Fakultas Keperawatan. Metode penelitian adalah deskriptif kuantitatif dengan jumlah sampel 151 mahasiswa. Analisis data menggunakan distribusi frekuensi. Hasil penelitian adalah Lebih dari setengah responden (66,2 %) memiliki kemampuan berpikir kritis diatas rata-rata kelompok (M=186,19, SD=33,92). Lebih dari setengah responden memiliki keterampilan mengambil keputusan di atas rata-rata kelompok (M=94.92, SD=9.52). Sebagian kecil responden dengan IPK 3.01-3.25 memiliki kemampuan berpikir kritis dan keterampilan mengambil keputusan diatas rata-rata kelompok. Sebagian kecil responden latar belakang jurusan IPA memiliki kemampuan berpikir kritis dan keterampilan mengambil keputusan diatas rata-rata kelompok. Kemampuan berpikir kritis dan keterampilan mengambil keputusan sebaiknya dimasukkan ke dalam kurikulum akademik sehingga terwujud perawat profesional.  ABSTRACT Methods of learning in nursing students affect the ability of critical thinking skills and student nurses in making decisions. The ability of critical thinking and decision making skills are the two things that can be used as a basis to see competence of nurse graduates. The aim of this study is to identify the critical thinking skills and decision making skills in student Faculty of Nursing, Universitas Padjadjaran. The research method is quantitative descriptive with a sample of 151 students. Data analysis using frequency distribution. Results of the study were more than half of the respondents (66.2%) have the ability to think critically above the group average (M = 186.19, SD = 33.92). More than half of respondents have a decision-making skills in the above average group (M = 94.92, SD = 9.52). A small portion of respondents with a GPA of 3.01 to 3.25 to have critical thinking skills and decision making skills above the group average. A small portion of respondent background science majors have the critical thinking skills and decision making skills above the group average. The ability of critical thinking and decision making skills should be incorporated into the academic curriculum as soft skills to realize a professional nurse. 

scholarly journals ATTITUDE OF STUDENTS ON CONCEPT MAPPING - AN INNOVATIVE TEACHING LEARNING STRATEGY

2012 ◽  
Vol 02 (04) ◽  
pp. 39-43
Author(s):  
Nirmala T. ◽  
Shakuntala B. S.
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Learning Strategy ◽  
Teaching Method ◽  
Survey Design ◽  
Student Nurses ◽  
Thinking Skills ◽  
Attitude Score ◽  
Care Plans

Abstract Background: Multiple researches are going on in the field of promotion of critical thinking skills among nurses and one of the well studied teaching strategies is Concept Mapping (CM). Though Concept mapping is proved to be effective in promotion of critical thinking, it is not widely used. So this study aimed to identify the attitude of student nurses in relation to Concept mapping. Methods: Descriptive survey design was used in this study. Thirty nine pre-final year nursing students participated in this study. 5 point Likert scale was used to assess the attitude of the students. Verbal opinion was also collected in relation to Concept mapping. Results: There were 10 positive and 8 negative statements regarding Concept mapping which the student nurses evaluated. The mean attitude score was 74.5% which showed that the students were in favour of concept mapping. 97% of the students had said that they can easily apply it to the nursing process and 77% of them agreed that it can be used for the entire subjects including non nursing subjects like basic sciences. However, 61% of the students had said the preparation of concept mapping as a time consuming task and they would prefer traditional method of writing care plans. They had expressed that concept mapping made their mind fresh, kindled their thinking and improved their critical thinking. Many of them suggested that if concept mapping was being introduced to them from the first, it would have been the best method to write care plans. Conclusion: As there is acceptance from the student to use concept mapping, it is required to prepare the nurse educators to use concept mapping as one of the teaching method.

scholarly journals Development of an educational programme to facilitate critical thinking of student nurses in Namibia

2016 ◽  
Vol 5 (2) ◽  
pp. 234
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Conceptual Framework ◽  
Development Process ◽  
Phase 1 ◽  
Student Nurses ◽  
Educational Programme ◽  
Phase 2 ◽  
Phase 3 ◽  
Quasi Experimental ◽  
Philosophical Framework

The article focused on the development process of an educational programme to facilitate the development of critical thinking in the students. The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the need of the students in terms of critical thinking. The deductive data analysis of phase 1 served as basis of the conceptual framework for the development of an educational programme. Phase 2 focused on the development of the conceptual framework and it was achieved by utilized a specific educational approaches and philosophical framework were employed. Phase 3 and 4 were conducted simultaneously. Phase 3 focuses on implementation while phase 4 focuses on evaluation. A quasi – experimental design was implemented which focused on active participation by the participants in the programme.

scholarly journals Conceptualisation as basis for the development ofcritical thinking within the nursing perspective

2016 ◽  
Vol 5 (2) ◽  
pp. 199
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Nursing Practice ◽  
Phase 1 ◽  
Self Regulation ◽  
Thinking Skills ◽  
Educational Programme ◽  
Critical Thinking Skills ◽  
Key Concepts ◽  
Critical Approaches ◽  
Definition Of

The purpose of this article is to present the conceptualise empirical findings arrived at from the needs assessment (phase 1), which reflected the application of critical thinking skills by the respondents. The ultimate aim was to develop an educational programme to facilitate critical thinking in nursing practice. Conceptualization as the definition of key concepts in a study with a view to integrating one’s research into conceptual frameworks.The findings revealed six main concepts and their related sub-concepts. These concepts included interpretation, analysis, evaluation, inference, explanation and self-regulation. These concepts were inferred from the deduction by the researcher. These concepts were the results of the concept analysis of critical thinking by 46 experts directed by Facione together with the related dispositions. These six main concepts constituted the framework within which the educational programme was developed. The following steps were followed during the conceptualization namely concepts synthesis, clarification of the concepts, interpretation of the concepts, analysis of the concepts, evaluation of the concepts, interference/ conclusion, explanation, self – regulation and critical approaches.

scholarly journals Paradigmatic perspective for development of an educational programme to facilitate critical thinking of student nurses in Namibia

2016 ◽  
Vol 5 (2) ◽  
pp. 176
Author(s):  
Louise Pretorius ◽  
Agenes Van Dyk ◽  
Louis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Phase 1 ◽  
Theoretical Perspective ◽  
Student Nurses ◽  
Educational Programme ◽  
Research Approach ◽  
Theoretical Principle ◽  
Theoretical Frameworks ◽  
Educational Framework ◽  
Two Phases

This research paper is focuses on describing the paradigmatic perspective used for development of an educational programme to facilitate critical thinking of student nurses. The study of this nature requires a paradigmatic perspective this is a collection of logically linked concepts and propositions that provide a theoretical perspective or orientation that tends to guide the research approach to a specific direction.The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the needs of the students in terms of critical thinking, followed by phase 2 on the development of an educational framework and phase 3 and 4 on implementation and evaluation and this two phases were conducted simultaneously.The positivistic paradigm allows the researcher to be orderly and disciplined in the procedures followed during the study to acquire information. For this study the researcher worked according to a specific and logical plan of action and conducted the research in a series of steps. In this study the paradigm consisted meta-theoretical such as ontological, epistemological, axiological and methodological assumption. The theoretical basis of this study included the principal of adult learning; Model of curriculum development; Nicholas and Nichols; Viedebeck’s model of teaching critical thinking and Theoretical principle of constructivism. These theoretical frameworks were applied in respectively in the phases listed above.

scholarly journals An educational programme to facilitate critical thinking within the nursing perspective

2016 ◽  
Vol 5 (2) ◽  
pp. 212
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Phase 1 ◽  
Student Nurses ◽  
Education Programme ◽  
Educational Programme ◽  
Situational Analysis ◽  
Phase 2 ◽  
Phase 3 ◽  
Philosophical Framework ◽  
Programme Content

This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as conceptual framework for the development of education programme in phase 2.Phase 2 consisted of the development of educational framework to facilitate critical thinking in student nurses. Specific educational approaches and a philosophical framework were employed during the development of the programme. An expert opinion on the programme was obtained before the implementation could be concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and Phase 4 the evaluation.The process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical approaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated into the development of an educational programme and strategies to overcome obstacles during the implementation of an educational programme.

Clinical Skills in Children's Nursing

2010 ◽  
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Quality Care ◽  
Student Nurses ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Family Needs ◽  
Online Resource ◽  
Key Terms

Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

A Community Pediatric Camp Escape Room: An Interactive Approach to Applying Real-Life Critical Thinking Skills

2020 ◽  
pp. 104687812097274
Author(s):  
Syretta Spears ◽  
Gabriel M. Díaz ◽  
Desiree A. Diaz
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Clinical Care ◽  
Real Life ◽  
Thinking Skills ◽  
Learning Activity ◽  
After School ◽  
Communication Policy ◽  
Interactive Approach ◽  
Legal Implications

Background. Escape rooms have been utilized to incorporate teamwork, communication, policy, and procedures reinforcement, as well as clinical care. Often themed, escape rooms challenge a team of players to discover clues and sequentially solve puzzles with the ultimate task of accomplishing a specific goal in a limited time frame, fostering critical thinking. Method. This learning activity incorporates legal implications for prelicensure nursing students in a pediatric community summer camp/after school care environment. Care and legal implications for a minor experiencing respiratory distress was the premise of this escape room. Outcomes. While this was not a research study, surveys were distributed for quality improvement and a deeper needs assessment related to the content and delivery of an escape room. Learners discussed the positive aspects of this activity through journal entries and a survey, noting the need for increased content related to legal implications for the medical team. This room engaged the learner in the forward-thinking that is needed related to emergency care, Good Samaritan Act, liability for cost, and permission to treat in a time-pressured environment. Future Plans. Testing the knowledge pre-post survey related to legal implications with implied care will be explored.

scholarly journals Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

2017 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Toqa Jameel Busubaia ◽  
Catherine S. O’Neill
Keyword(s):  
Nursing Students ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Role Model ◽  
Clinical Teaching ◽  
Model Identification ◽  
Student Nurses ◽  
Structured Interviews ◽  
Senior Student ◽  
Clinical Placements

Background: Different models of teaching and learning are used to produce competent skilled clinical nurses. Some are traditional clinical teaching methods while others are grounded in preceptorship principles of mentoring. Knowledge regarding student nurses’ experiences of preceptorship and its meaning for them can enhance the understanding of stakeholders in academia and practice to the needs of senior nursing students’ and can offer them guidance to construct a more efficient approach to clinical teaching.Objective: The aim of the study was to explore the lived experiences of senior student nurses of preceptorship, while on clinical placements , with the objectives of describing their experiences and their relations with preceptors and also to illustrate the factors that facilitated or hindered the clinical learning process.Methods: A phenomenological hermeneutical inquiry was utilized. Data collection was conducted using semi-structured interviews with ten purposively chosen senior nursing students. Smith’s Interpretative Phenomenological Analysis (IPA) was used as a framework for data analysis.Results: Students’ lived experiences of preceptorship were mainly positive. Three main themes were identified: (1) Role Model Identification; (2) Team Integration; (3) Interpersonal Professional and Structural Challenges. The findings showed that preceptor relationships shaped the acquisition of skills and knowledge of student nurses’ during their clinical placements.Conclusions: The findings illustrate the importance of collaboration between the academy and practice in providing support for student nurses and their preceptors. In addition, careful selection, comprehensive training and rewards for preceptors can enhance and facilitate student nurses’ learning.

Sign in / Sign up

Export Citation Format

Share Document