Evaluation of an Educational Programme to Facilitate Critical Thinking of Student Nurses (original) (raw)
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Health SA Gesondheid, 2005
A quantitative, non-experimental and exploratory study was undertaken to determine the contribution by the clinical nurse instructor to develop critical thinking skills of student nurses in Namibia. The study was conducted at the training hospitals of Namibia, namely Windhoek, Oshakati and Onandjokwe State hospitals. Clinical nurse instructors from all disciplines were included in the study, as well as student nurses in their second, third and fourth year of undergraduate nursing study. The findings of the study revealed that, although the clinical instructors in the training hospitals of Namibia are aware of their responsibility, they do not focus on the development of critical thinking of student nurses in Namibia. A need for in-service programmes to emphasise the development of critical thinking skills of both clinical nurse instructors and student nurses was identified. OPSOMMING 'n Kwantitatiewe nie-eksperimentele en verkennende studie is onderneem om te bepaal wat die bydrae van die kliniese verpleeginstrukteur is om kritiese denke by die studentverpleegkundige in Namibië te ontwikkel. Die studie is in die opleidingshospitale van Namibië, naamlik Windhoek, Oshakati en Onandjokwe Staatshospitale uitgevoer. Kliniese verpleeginstrukteurs van alle dissiplines is by die studie ingesluit. Voorts het studentverpleegkundiges in hulle tweede, derde en vierde jaar van voorgraadse verpleegstudie aan die navorsing deelgeneem. In die studie is bevind dat, alhoewel kliniese verpleeginstrukteurs in die opleidingshospitale van Namibië van hulle verantwoordelikheid bewus is, hulle nie op die ontwikkeling van kritiese denke by die studentverpleegkundiges van Namibië fokus nie. 'n Behoefte aan 'n indiensopleidingsprogram is geidentifiseer om die ontwikkeling van kritiese denke,in beide die verpleeginstrukteur en die studentverpleegkundige te bevorder, was geïdentifiseer.
Academic factors affecting learning at a nursing college in the Western Cape
2011
By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.
Open Journal of Nursing, 2022
Background: Making changes in the existing curriculum aims, objectives, course contents learning outcomes and assessment strategies have become a fact of life for nurse educators. Purpose: To enhance the existing Bachelor of Science (BSc) in nursing curriculum through integration of evidence-based practice (EBP) and teaching of critical thinking skills. Materials and Methods: A needs analysis was conducted using a five-phased approach to review the BSc in nursing Curriculum. Kern's six-step model was adapted and introduced through a series of workshop exercises that highlighted the application of each step: 1) Desk review of the BSc curriculum offered globally; 2) Administration of the needs assessment questionnaire to key informants; 3) Strengths, weakness, opportunities and threat analysis; 4) Consultative meeting with major stakeholders; 5) Curriculum review. Results: The five-phased approach established some gaps in existing curricula, and identified critical core competences and best practices in integrating EPB and critical thinking in the BSc undergraduate curriculum and some "A" level content that was not in tandem with the practice of nurses. New courses were developed to support students in academic writing and enhance professionalism and duration of training was reduced from 5 to 4 years. Conclusion: The process demonstrated that BSc curriculum review, in fact, should be thoroughly scrutinized to encourage positive changes to the curriculum, provide opportunities for How to cite this paper:
The The Student Learning Method in Diploma of Nursing, Faculty of Health Sciences, Unipdu, Jombang
2018
During learning teaching program, teacher or lecturer has the important role and being the part that determining the succeed of this program. Besides, a good application of learning styles is one of the aspect that directly correlate to student’s creativity and learning styles. Hence, teacher or lecturer have to apply a learning method during this program that rise learning motivation of the students. This study used 76 respondents of Nursing D-III Department Program Unipdu students. In addition, this also applied total sampling from given questionare and would be tabulated to investigate D-III nursing student learning styles. The result reveals that 64,5% students used visual learning styles, which mean that students of Nursing Diploma Program apply visual learning method during their study.
My gratitude further goes to the Ministry of Health and Social Services for granting me permission to conduct the study on the registered nurses. My profound gratitude further goes to the University of Namibia for supporting me financially. A special gratitude is extended to all registered nurses at both Katutura and Central hospitals, who despite their busy schedules availed their time to participate in the study. I also owe a special gratitude to the following people: Dr. H. Amukugo, my supervisor for his support, encouragement and for devoting his time towards assisting me. Dr. L. Nelumbu, my co-supervisor for your patience, guidance and support. Mrs. M. Katjire, my mentor and advisor for your guidance, encouragement and moral support. To my husband, Markus and my three children, Jona, Esmerelda and Theopolina. Thanks for believing in me and for your understanding during the times I could not be there for you when you needed me most. Thanks for your love and support. My colleaques, Mr. L. Petrus and Ms. L.K. Nghipandulwa, for your encouragement and moral support. To my mother, Rosalia who always reminds me to pray and always to give my best iv To my father, Leonard Markus, thanks for encouraging me to always study and to take education serious. Thanks for laying the foundation of discipline and building my self-confidence. To my aunt, Mrs. Sarah Isaacks, thanks for teaching me to be dedicated in whatever I am doing and to believe in myself. To my grandmother, meekulu Eva ya Thomas, thanks for always reminding me to pray and to always believe in God. All my relatives and friends for your encouragement and prayers which gave me the strength to continue and to make my study a reality. All my colleaques in the office of the Dean of students at the University of Namibia for granting me the necessary support.
2020
Background: Critical thinking has long been considered an important part of nursing education. Nursing graduates must have critical thinking skills in addition to a basic knowledge of nursing and the sciences to make the necessary clinical judgments. The development of these skills requires different teaching and learning strategies. Aim: the aim of this study is to assess nursing educators' opinions, knowledge and teaching methods regarding encouragement students' critical thinking. Research Design: the study was conducted using descriptive research design. Setting: The study was carried out at Faculty of Nursing, Minia University. Subject: The study subjects consisted 75% (n= 80) of clinical instructors, assistant lecturers and lectures at the Faculty of Nursing, Minia University. Tool: One tool was used in this study the critical thinking tool for nurse educators. Results: reveals that, the majority of the sample had moderate score of knowledge about critical thinking ran...
Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.