The Use of Deliberative Discussion as a Teaching Strategy to Enhance the Critical Thinking Abilities of First Year Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/150038
Type:
Presentation
Title:
The Use of Deliberative Discussion as a Teaching Strategy to Enhance the Critical Thinking Abilities of First Year Nursing Students
Abstract:
The Use of Deliberative Discussion as a Teaching Strategy to Enhance the Critical Thinking Abilities of First Year Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Janiszewski Goodin, Heather, RN, MScN
P.I. Institution Name:Capital University
Title:Assistant Professor
The ability to critically think is an essential quality needed in today's nurses. Nurse educators are challenged to employ teaching methods that provide nursing students with the opportunity to practice and enhance their critical thinking skills. Deliberative discussion is one such teaching method that invites participants to engage in a shared inquiry regarding public issues. The conceptual framework was developed to illustrate how the practices of dialogue, questioning, and active engagement within deliberative discussions assist learners to practice and enhance their critical thinking. The purpose of this pretest-posttest control group experimental study was to investigate the effects of using the deliberative discussion method teaching strategy to enhance the critical thinking abilities of first year Nursing students. All First year nursing students in a baccalaureate nursing program at a small, private university were invited to participate (N = 71) and completed pretest and posttest data were collected on 23 nursing students. Participants were randomly assigned to attend three deliberative discussion sessions over a 15 week period or to the control group. Using the California Critical Thinking Skills Test, the researcher found that there was no difference in critical thinking scores between the deliberative discussion group (n = 7) and the control group (n = 16). However, the quality and depth of students' critical thinking abilities during the deliberative discussions did increase from session one to session three. Findings have implications for nurse educators to help them develop insight into the usefulness of deliberative discussions as a means to foster critical thinking in nursing students. Further, future longitudinal research is needed to study changes in critical thinking over longer periods of time using the deliberative discussion method.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Use of Deliberative Discussion as a Teaching Strategy to Enhance the Critical Thinking Abilities of First Year Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/150038-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Use of Deliberative Discussion as a Teaching Strategy to Enhance the Critical Thinking Abilities of First Year Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Janiszewski Goodin, Heather, RN, MScN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Capital University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">hjanisze@capital.edu</td></tr><tr><td colspan="2" class="item-abstract">The ability to critically think is an essential quality needed in today's nurses. Nurse educators are challenged to employ teaching methods that provide nursing students with the opportunity to practice and enhance their critical thinking skills. Deliberative discussion is one such teaching method that invites participants to engage in a shared inquiry regarding public issues. The conceptual framework was developed to illustrate how the practices of dialogue, questioning, and active engagement within deliberative discussions assist learners to practice and enhance their critical thinking. The purpose of this pretest-posttest control group experimental study was to investigate the effects of using the deliberative discussion method teaching strategy to enhance the critical thinking abilities of first year Nursing students. All First year nursing students in a baccalaureate nursing program at a small, private university were invited to participate (N = 71) and completed pretest and posttest data were collected on 23 nursing students. Participants were randomly assigned to attend three deliberative discussion sessions over a 15 week period or to the control group. Using the California Critical Thinking Skills Test, the researcher found that there was no difference in critical thinking scores between the deliberative discussion group (n = 7) and the control group (n = 16). However, the quality and depth of students' critical thinking abilities during the deliberative discussions did increase from session one to session three. Findings have implications for nurse educators to help them develop insight into the usefulness of deliberative discussions as a means to foster critical thinking in nursing students. Further, future longitudinal research is needed to study changes in critical thinking over longer periods of time using the deliberative discussion method.</td></tr></table>en_GB
dc.date.available2011-10-26T10:15:05Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:15:05Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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