scholarly journals Reflections: The Responsibility of Doctoral Nurses to Lead a Change in Practice

Aquichan ◽  
2021 ◽  
Vol 21 (2) ◽  
pp. 1-8
Author(s):  
Elizabeth A Rosser
Keyword(s):  
Strategic Change ◽  
Critical Mass ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Training Experience ◽  
New Ways Of Working ◽  
Quality Of Patient Care

This paper aims to consider the responsibilities of doctoral nurses to lead changes in practice through a very personal reflection of over 52 years in nursing. The reflective learning moves from an early training experience where I learned to ‘do’ to becoming a nursing professor with a doctoral qualification and an ‘evidence-based doer.’ The change witnessed has been considerable. As the highest educated professional, I have learned that doctoral nurses are responsible for leading and directly influencing clinical practice, either as a practitioner, an educator, or a researcher. They are capable of encouraging the development of critical thinking skills and helping practitioners to be curious, take risks with ideas, identify gaps in the evidence base, and be creative in their problem-solving. If the strategic vision for nurses globally is to provide the best quality of patient care, then evidence-based practice is key to leading from the head, hand, and heart. Doctoral nurses understand the patient benefits of a high staff-to-patient ratio and having a critical mass of university qualified nurses and must strive to influence policy to this effect. As each country, particularly in Latin America, develops a critical mass of doctorally qualified nurses, then they can harness their innovation, create new ways of working, attract them back into practice, and strengthen their political voice to lead strategic change. Doctoral nurses must develop their leadership skills and their confidence to lead. They have a responsibility to realise their potential and identify the opportunities to really make a difference.

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

Korean Nursing Students' Acquisition of Evidence-Based Practice and Critical Thinking Skills

2018 ◽  
Vol 57 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Sang Suk Kim ◽  
Eun Joo Kim ◽  
Ji Young Lim ◽  
Geun Myun Kim ◽  
Hee Chong Baek
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Evidence Based Practice ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based

scholarly journals Indikator Kemahiran Employability dalam Kalangan Graduan Pendidikan

2018 ◽  
Vol 10 (3-3) ◽  
Author(s):  
Zaliza Hanapi ◽  
Mohd Shazielan Mohd Shariff ◽  
Azlina Paijan ◽  
Abu Bakar Mamat ◽  
Faizah Abu Kassim
Keyword(s):  
Vocational Education ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Employability Skills ◽  
Highly Qualified ◽  
Management Skills ◽  
Entrepreneurial Skills ◽  
Technical And Vocational Education ◽  
Education Field

The phenomenon of unemployment problem among graduates is not a new issue. In fact, it also involves graduates who hold an education degree. Hence, this study was conducted to determine the indicators of employability skills needed by the education graduates especially from technical and vocational education field in Malaysia. This study was conducted qualitatively through interview among five experts.  Respondents were among those with experiences in teaching and working in technical and vocational education field.  Results showed that there were nine elements of employability skills needed to be mastered by graduates in technical and vocational education.  These indicators are communication skills, creative and critical thinking skills, information management skills, self-management skills, teamwork and cooperation skills, leadership skills, ethics and moral professionalism, entrepreneurial skills and social skills.  The mastery of these employability skills are deemed important in order to produce teachers with highly qualified and competitive professionals.

An Evidence-Based Guide to Clinical Instruction in Audiology

2013 ◽  
Vol 24 (05) ◽  
pp. 393-406 ◽  
Author(s):  
Elaine Mormer ◽  
Catherine Palmer ◽  
Cheryl Messick ◽  
Lindsey Jorgensen
Keyword(s):  
Clinical Education ◽  
Clinical Teaching ◽  
Thinking Skills ◽  
Research Literature ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Clinical Instruction ◽  
Research Activity ◽  
Teaching Principles

Background: A significant portion of the AuD curriculum occurs in clinical settings outside the classroom. Expert clinicians, employed within and outside of the university, are called upon to provide this clinical education. Most have had little or no formal training in clinical teaching yet face pedagogical and logistical challenges when simultaneously providing clinical service and teaching. Training to provide optimal methods and approaches to clinical instruction should be based on research evidence; however, there is a paucity of research in this area within the audiology discipline. Purpose: This article provides a review of literature supplying evidence for important concepts, elements, and approaches to the clinical instruction process. Additionally, we provide readers with some practical tools with which to facilitate application of optimal clinical teaching principles. Research Design: We conducted a systematic review of literature on clinical education in audiology and across a wide array of health professions. Through the use of content analysis we identified four elements of the clinical teaching process most critical in examining optimal practices. Results: The elements identified as critical to positive clinical learning outcomes include the establishment of mutual expectations and goals; structured content and delivery of feedback; establishment of a positive instructor/student relationship; and questioning strategies that lead to the development of critical thinking skills. Conclusions: Many disciplines outside of audiology demonstrate robust research activity related to understanding and optimizing the clinical education process. The application of a number of evidence-based clinical teaching principles should allow us to improve student outcomes in audiology. Researchers in our field might consider if and how we should develop our own research literature in clinical education.

scholarly journals Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site

2012 ◽  
Vol 9 (1) ◽  
pp. 38-55
Author(s):  
Erst Carmichael ◽  
◽  
Helen Farrell ◽  
Keyword(s):  
Critical Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Review Of Literature ◽  
Approach To Learning ◽  
The University ◽  
Critical Thinker

A graduate's ability to be a critical thinker is expected by many employers; therefore development of students’ critical-thinking skills in higher education is important. There is also a perception that today’s students are technologically "savvy", and appreciate the inclusion of a technological approach to learning. However, the complexity of the concept of critical thinking and the assumptions about students’ technological skills are debatable issues that require clarification and evidence-based research in terms of teaching and learning. This paper reports on a case study of an online Blackboard site at the University of Western Sydney, where analysis of patterns of usage of the online site and qualitative analysis of student feedback provide evidence to support its effectiveness for encouraging students' critical thinking. There is potential to expand this into a more widely usable teaching and learning resource in the future, and for further research to explore the benefits for student learning.

Games in E-learning

2012 ◽  
pp. 179-209
Author(s):  
Michelle Aubrecht
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Online Game ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
E Learning

Game-based learning is a dynamic and powerful way to engage students to develop evidence-based reasoning, analytical and critical thinking skills, problem-solving skills, systems thinking, and connect with peers, all of which are 21st century skills. Games can lead students to become participatory learners and producers instead of passive recipients. This chapter considers the following three approaches to using games with students: (1) an instructor makes a game for a specific learner outcome, (2) students make a game, and (3) an instructor uses a commercial or online game. The chapter emphasizes the second and third methods. Specific examples of how games are being used with students illustrate ways to teach with games.

scholarly journals Validitas Tes Keterampilan Berpikir Kritis Remaja (TKBKR) di Universitas Pendidikan Indonesia

2019 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Lucky Nindi R. Marfu’i ◽  
Veno D. Krisnanda
Keyword(s):  
Critical Thinking ◽  
Internal Structure ◽  
External Validity ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Response Process ◽  
Analysis And Evaluation ◽  
The Relationship ◽  
Validity Of Tests

This study aims to examine the validity of tests of critical thinking skills in adolescents. Validity tested based on; 1) test content, 2) response process, and 3) internal structure. The constructs of Critical Thinking Skills are 23 questions with the correct answer wrong with the answer answers in the form of reasons supporting the correct wrong answers. The subjects in this study amounted to 304 students from six faculties, namely FPMIPA, FIP, FPOK, FPIPS, FPBS, and FPTK at the Indonesian University of Education. The results of the study showed that of the 36 questions there were only 23 questions that could be maintained because 13 questions that had fallen had poor validity and measurement of adolescent critical thinking skills. Based on the results of the validity test of proof of the contents of the language expert, critical thinking experts, and experts in analytical ability mathematically evaluate that this test is feasible to use and the constructed answer key is in accordance with the questions presented. Based on evidences of the internal structure, it is explained that the KMO value of the results of factor analysis shows the number 0.570 with 2 components formed, namely analysis and evaluation capabilities. Suggestions for further research, TKBK has not been tested in its external validity in depth so that there needs to be evidence based on the relationship to other variables and based on the consequences of the test.

Online Collaborative Learning and Leadership Development

2011 ◽  
pp. 1488-1492 ◽  
Author(s):  
Tony W. Day
Keyword(s):  
Online Learning ◽  
Leadership Development ◽  
Learning Process ◽  
Leadership Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Traditional Classroom ◽  
Leadership Potential ◽  
Online Collaborative Learning ◽  
Online Setting

Learner interactions in the traditional classroom setting fail to develop leadership skills (Felser, 2005). Interactions occur in four ways: 1) between the student and the instructor; 2) collaborative interaction of the students; 3) interactions with the curriculum; and 4) with technology in the online setting (Jung, Choi, Lim, & Leem, 2002). Whether or not these interactions occur effectively can affect the success of the online learning process. Successful interactions facilitate the fostering of advanced learner proficiency in analyzing information and creating innovative means of interpretation. This process augments critical thinking skills that cultivate leadership potential (Billings & Kowalski, 2005).

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