Teaching Strategies for Critical Thinking

Pond, Elizabeth; Bradshaw, Martha J.; Turner, Saundra L.

doi:10.1097/00006223-199116060-00007

Cited by 28 publications

(7 citation statements)

References 1 publication

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“…The learning strategies to reduce students' dif®culties in transferring their newly acquired knowledge to the clinical setting include problem-based learning, journaling, critical re¯ection on practice and preceptorship (Brommeyer 1994, Crowe 1994, Penney & Warelow 1999. Other strategies focus on curricula that aim to develop students' decisionmaking skills and which emphasize problem-solving (Kermode 1988, Pond et al 1991Klassens 1992, Girot 1995. Brooks and Thomas (1997) suggest a model of perceptive clinical decision-making to guide nurses in the transition from the`technical to the professional' and to prepare them for professional practice.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate student nurses’ expectations and their self‐reported preparedness for the graduate year role

Heslop

McIntyre

Ives

2001

Journal of Advanced Nursing

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When asked about their initial expectations of the workplace, third year student nurses expressed little apprehension and reported high levels on scales of organizational commitment and professionalism. The research literature suggests that divisions exist between students' expectations of the graduate year and the actual work experience. The expectations of the graduate year described in this study offer a student-centred perspective that contributes to future planning and policy directions of undergraduate curricula, graduate year programmes and nurse retention.

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Section: Introductionmentioning

confidence: 99%

Undergraduate student nurses’ expectations and their self‐reported preparedness for the graduate year role

Heslop

McIntyre

Ives

2001

Journal of Advanced Nursing

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“…One strategy for developing critical thinking skills involves questioning by clinical teachers during clinical experience (McCue, 1981, Infante 1981, Chase 1983, Klassens 1988). Appropriate use of questioning strategies by clinical teachers can facilitate the development of critical thinking skills and decision making ability ( Meleca et al 1981 , Pond et al 1991 , Gerrish 1992).…”

Section: Introductionmentioning

confidence: 99%

The use of questioning strategies by clinical teachers

Sellappah¹,

Hussey

Blackmore

et al. 1998

Journal of Advanced Nursing

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By using questioning and other appropriate teaching strategies, clinical teachers can facilitate the development of critical thinking, decision making and problem solving in students. This study examined clinical teachers' use of questioning and the variations in their use of questioning as a teaching strategy. Although there was a variation in the number of questions asked, predominantly low level questions were asked by 26 clinical teachers at two post-clinical conferences. Based on the findings of this study, it is recommended that clinical teachers are taught how to ask questions, particularly high level questions.

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“…Nursing and other practice disciplines praise the efficacy of case method teaching for enhancing the critical thinking abilities of practitioners (Conger & Mezza, 1996;Facione & Facione, 1996;Fallon, 1996;Jacobs et al,1997;Pond, Bradshaw, & Turner, 1991;Tichenor et al, 1995;Vanleit, 1995). These assertions, however, are based on limited empirical evidence.…”

Section: Discussionmentioning

confidence: 99%

Using the Case Method to Develop Critical Thinking Skills for the Care of High-Risk Families

Wade

1999

J Fam Nurs

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The complexity of the high-risk family coupled with the intricacies of the changing health care system force educators to examine how nursing students are prepared to care for these families. The Nursing and the High Risk Family course employs the case method teaching and learning strategy to help nursing students develop the critical thinking skills needed to assist high-risk childbearing and child-rearing families to meet their needs. Using the case method teaching and learning strategy, groups of students experience real-life situations in a nonthreatening classroom environment. The case method approach supports flexibility, creativity, change, risk taking, and consequently, encourages critical thinking. The Critical Thinking Model for Nursing Judgment, which defines the basic, complex, and commitment level of critical thinking, provides a framework for integrating increasingly more complex case studies into the course. Different case formats and levels of questioning promote students' progression toward the commitment level of critical thinking.The purpose of this article is to describe how critical thinking is stimulated through the use of case method teaching in an underThe idea for a high-risk family course was conceived and developed in collaboration with a colleague, Janet Arenson, R.N., M.S., to help nursing students begin to understand the complex needs of high-risk families. Address

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Teaching Strategies for Critical Thinking

Cited by 28 publications

References 1 publication

Undergraduate student nurses’ expectations and their self‐reported preparedness for the graduate year role

Undergraduate student nurses’ expectations and their self‐reported preparedness for the graduate year role

The use of questioning strategies by clinical teachers

Using the Case Method to Develop Critical Thinking Skills for the Care of High-Risk Families

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