scholarly journals Problem-based case study to enhance critical thinking in student nurses

Curationis ◽  
2001 ◽  
Vol 24 (3) ◽  
Author(s):  
NM Mogale
Keyword(s):  
Critical Thinking ◽  
Clinical Setting ◽  
Phase 1 ◽  
Student Nurses ◽  
Phase Iii ◽  
First Year ◽  
Northern Province ◽  
Study Approach ◽  
College Of Nursing

The use of traditional teaching methods, for example the lecture method, does not stimulate critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problem-based case study in a clinical setting among first year, comprehensive course students at the Northern Province College of Nursing: Sovenga campus. The research design of this study was qualitative, explorative, descriptive and contextual and was conducted in the following phases: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who were exposed to problem-based case study in the clinical setting; Phase III: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and; ase IV: Guidelines for the implementation of problem-based case study. The data from Phases I, II and III were used to formulate guidelines for the implementation of problem-based case study. The sample group consisted of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga campus and ten tutors teaching clinical courses at the same campus. The Tesch (1990) approach is used for data analysis. Nine guidelines for the implementation of a problem-based case study approach were formulated and recommendations for development of an instrument to measure critical thinking in nursing were recommended.

Putting Across Tangibility

2018 ◽  
pp. 211-225
Author(s):  
Dieu Hack-Polay
Keyword(s):  
Critical Thinking ◽  
Everyday Life ◽  
Real Life ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Study Approach ◽  
Organisational Behaviour ◽  
Approach To Teaching ◽  
The Subject

This chapter examines a case study-approach to teaching organisational behaviour. It explains the effectiveness of the use of case study in teaching the subject which is often termed theoretical and complex. The chapter advocates that the use of real life organisational cases can make the learning and teaching process more tangible and contribute to the development of critical thinking. The chapter specifically supports the view that there are aspects of organisational behaviour that are visible in both everyday life of individuals and groups. If lecturers could bring this up in the delivery of the OB curriculum, the learners, who are future managers and supervisors, could connect the learning experiences to reality, which could lead them to a better academic understanding and later effective practitioners.

Employing Educational Robotics for the Development of Problem-Based Learning Skills

2018 ◽  
pp. 2492-2502 ◽  
Author(s):  
Nikleia Eteokleous
Keyword(s):  
Critical Thinking ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Interdisciplinary Approach ◽  
Student Experiences ◽  
Educational Robotics ◽  
Learning Tools ◽  
Learning Skills ◽  
Study Approach

Robotics activities are related to addressing a problem, and usually problems in authentic, real situations. The students are given a driving question and are requested to solve a “problem”. Having noticed this connection, the current study evaluates the integration of robotics as a tool where the problem based learning (PBL) method and the interdisciplinary approach are intertwined. Specifically, the pre-programmable floor robots, the BeeBots, were used as cognitive-learning tools in order to examine students' development of problem based learning skills: creativity-innovation, critical thinking, and collaboration. A case study approach was employed, collecting quantitative (pre- and post-questionnaires) and qualitative data (focus groups). The results revealed positive student experiences and reactions, and enhancement of the critical thinking and creativity-innovation skills.

Media Literacy Among Ex-Untouchables in a Networked Society

2022 ◽  
pp. 228-246
Author(s):  
Ali Saha
Keyword(s):  
Critical Thinking ◽  
Media Literacy ◽  
Caste System ◽  
School Students ◽  
Mainstream Media ◽  
Study Approach ◽  
Online Spaces ◽  
Networked Society ◽  
Communicative Abilities

The caste system, which prescribed punishments for Dalits, is slowly eroding, but the atrocities against Dalits continue on a scale that makes Dalit travails seem extreme. Previous scholars have argued such oppression because of the lack of proper representation of Dalit atrocities in the mainstream media and space for Dalits to voice their concerns. In a networked society, Dalits are creating identities on online spaces. This chapter, hence, discusses Dalit empowerment from the lens of media literacy through a case study approach. Three case studies have been analysed and conceptualised along the lines of media literacy and networked society. Overall, this study reflects that media literacy assists streamlined development of the culture and ideologies with media, creative and communicative abilities, and critical thinking. Considering the absence of regulations or policies to ‘media educate' the school students, especially the minorities, this research creates an awareness and helps in policy establishment aimed towards implementing media literacy education curricula.

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 Development of Critical Thinking Transfer Practice Construct and Sub-Constructs: A 9-steps Approach

2021 ◽  
Vol 13 (4) ◽  
pp. 85-101
Author(s):  
Noor Azura Mat Said ◽  
◽  
Siti Mariam Bujang ◽  
Nor Aishah Buang ◽  
Mohd Nasri Awang Besar ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Team Members ◽  
Study Approach ◽  
Kappa Value ◽  
Medical Undergraduates ◽  
General Studies ◽  
Relationship Of ◽  
Prior Relationship ◽  
Initial Framework

The study aimed to develop critical thinking transfer practice (CTTP) construct and sub-constructs relevant to medical undergraduates. The study used a 9-step qualitative case study approach. The prior relationship of construct and sub-constructs were conceptualised to produce the initial thematic framework (Step 1 to 3). Then, a qualitative study confirmed the sub-constructs that were relevant for the undergraduates, as the new data were fitted into the initial framework to become an evolving framework (Step 4 to 5). Next, the construct and sub-constructs were defined operationally (Step 6) and evaluated (Step 7). After that, the evolving framework was revised (Step 8) and developed to become the final construct and sub-constructs (Step 9). Based on the literature, the study conceptualised an initial framework that described the theoretical relationship of the prior construct and six sub-constructs. From the qualitative findings, 37 codes were fitted into the initial framework. The fitting resulted in an evolving framework that contained a theme (the medical undergraduates’ CTTP), 6 categories and 26 sub-categories. A 100% of participants agreed that the data were generated from them. Then, the team members and the expert panels accepted the theme (Cohen Kappa value > 0.80). The maintained and revised theme, categories and sub-categories were used to develop the CTTP construct and 6 sub-constructs. The study discussed in detail the included subconstructs for CTTP. The study also addressed the similarities and differences of the construct and sub-constructs for medical education and general studies. The study concluded that the construct and sub-constructs were theoretically proven to represent the medical undergraduates’ CTTP.

scholarly journals Strategi Pendidikan dalam Menumbuhkan Kemampuan Berfikir Kritis Anak Usia Dini di Masa Covid-19

2021 ◽  
Vol 3 (1) ◽  
pp. 33-40
Author(s):  
Imam Syafi’i ◽  
Azimatul Chusnah ◽  
Nur Alvi Inayati ◽  
Linda Puspita Sari
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Early Childhood Educator ◽  
Case Study Approach ◽  
Study Approach ◽  
At Home

This study aims to describe and understand the strategy of educators in carrying out their duties during the COVID-19 pandemic in fostering critical thinking skills in early childhood. This research method uses qualitative research with a case study approach. Data collection techniques in this study using observation, interviews, and documentation. While the data analysis used the Miles and Huberman model with the stages of data reduction, data presentation, verification, and conclusion drawing. The results of this study indicate that, first, there is a change in the strategy for implementing the duties of teachers/educators, namely as planners and assessors of children's learning outcomes. While the task as implementers in early childhood educator learning in collaboration with teachers / educators at home, namely the child's parents. Second, the strategy of teachers/educators at home to cultivate children's critical thinking skills is to invite children to understand the reasons for schooling at home, the reasons for the obligation to use masks when leaving the house and others by using discussion and exemplary methods.

scholarly journals Effective Strategies for Teaching Young Children Critical Thinking Through Picture Book Reading: A Case Study in the New Zealand Context

2021 ◽  
Author(s):  
◽  
Shu Yen Law
Keyword(s):  
Critical Thinking ◽  
Young Children ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Picture Book ◽  
Thinking Skills ◽  
Book Reading ◽  
Study Approach ◽  
Picture Book Reading

<p>Critical thinking is a life skill that empowers people to participate fully in everyday life and to make reasonable judgments and inferences on important issues. Critical thinking is not viewed as an individual, fixed entity, but is instead malleable and influenced by the social and cultural contexts of the learner. This study explored the strategies used by primary school teachers to promote young children's critical thinking, and their rationales for those strategies. It also investigated children's responses to picture book reading, including their opinions and behaviours. A qualitative case study approach was used to investigate the development of critical thinking skills during picture book reading lessons with junior primary children. Four teachers in two schools and 22 children aged five to six years participated in this study. Methods included observations of picture book reading lessons, individual interviews with teachers, paired interviews with children, and collection of documents. These methods were used to collect data about teaching strategies, and to obtain an insider's view of the teachers and children. Data were analysed within and across reading lessons using a content analysis approach, and the children's responses were analysed against the Four Resources Model (Luke & Freebody, 1999a) framework. Six teaching strategies were found to be effective in promoting critical thinking in children. These strategies reflected a sociocultural approach to teaching and learning. The children's reading of picture books showed that the majority of these young children engaged in the practices of breaking the code of texts, of participating in the meanings of texts, and of using texts functionally, with a minority engaged in the practice of critically analysing and transforming texts. This study suggests that to foster critical thinking there is a need for teaching practices to focus on nurturing children to be text analysts and encouraging children to be active questioners.</p>

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.

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