Strategies that Promote Critical Thinking and Evidence-Based Nursing Using Educational Technologies

2.50
Hdl Handle:
http://hdl.handle.net/10755/152470
Type:
Presentation
Title:
Strategies that Promote Critical Thinking and Evidence-Based Nursing Using Educational Technologies
Abstract:
Strategies that Promote Critical Thinking and Evidence-Based Nursing Using Educational Technologies
Conference Sponsor:Sigma Theta Tau International
Conference Year:2006
Author:Houck, Noreen M., MS, RN
P.I. Institution Name:SUNY Plattsburgh
Title:Assistant Professor
Co-Authors:Lisa Wells, MS, RN; Mara Kaufmann, ND, RN
Critical thinking is essential in evidence-based nursing.  Technology can support teaching strategies that encourage critical thinking and discourse, analysis of case studies, and reflective learning.  Technology can also reduce barriers to implementing an evidence-based nursing practice environment.  We present how we use educational technology and phenomenological pedagogies as teaching strategies in both traditional and distance learning environments to promote critical discourse, challenge assumptions, and advance evidence-based nursing practice.  We discuss; the characteristics of the learner in both our traditional baccalaureate program and distance learning RN completion program, use of technology to reduce barriers in the development of evidence-based practice, and educational strategies used to foster evidence-based nursing.
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.titleStrategies that Promote Critical Thinking and Evidence-Based Nursing Using Educational Technologiesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/152470-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Strategies that Promote Critical Thinking and Evidence-Based Nursing Using Educational Technologies</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">2006</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Houck, Noreen M., MS, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">SUNY Plattsburgh</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">houcknm@plattsburgh.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Lisa Wells, MS, RN; Mara Kaufmann, ND, RN</td></tr><tr><td colspan="2" class="item-abstract">Critical thinking is essential in evidence-based nursing.&nbsp; Technology can support teaching strategies that encourage critical thinking and discourse, analysis of case studies, and reflective learning.&nbsp; Technology can also reduce barriers to implementing an evidence-based nursing practice environment.&nbsp; We present how we use educational technology and phenomenological pedagogies as teaching strategies in both traditional and distance learning environments to promote critical discourse, challenge assumptions, and advance evidence-based nursing practice.&nbsp; We discuss; the characteristics of the learner in both our traditional baccalaureate program and distance learning RN completion program, use of technology to reduce barriers in the development of evidence-based practice, and&nbsp;educational strategies used to foster evidence-based nursing.</td></tr></table>en_GB
dc.date.available2011-10-26T11:37:32Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T11:37:32Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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