Teachers' views of teaching critical thinking in the 2-year RN to BSN program in Taiwan: A focus group study

2.50
Hdl Handle:
http://hdl.handle.net/10755/154176
Type:
Presentation
Title:
Teachers' views of teaching critical thinking in the 2-year RN to BSN program in Taiwan: A focus group study
Abstract:
Teachers' views of teaching critical thinking in the 2-year RN to BSN program in Taiwan: A focus group study
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Cheng, Su-Fen, PhD, RN
P.I. Institution Name:Fooyin University
Title:Associate Professor
Co-Authors:Sheila Sheu, PhD; Pei-Rong Chang, RN, MS; Hsiu-Fang Hsieh; Man-Hua Shen, MSN and Fu-Ju Tsai, MSN
[Research Presentation] Objective: The purpose of this study were: (1) to identify the definition of critical thinking, and (2) to explore the strength and difficulties in applying critical thinking in the Analysis of Clinical Case course; as well as (3) to understand factors influencing the teaching and learning of critical thinking in the analysis of Clinical Case course. Methods: A descriptive qualitative research design with focus group interview was used to understand how nursing faculty describe and perceive the value of teaching critical thinking. Three focus groups with 20 faculty members were asked to participate in this study. Each group contains 5 to 8 faculty members. A semi-structure interview guideline was developed, including the definition of critical thinking, strengths and weakness of teaching critical thinking in the class, the difficulties of applying critical thinking as well as how to apply critical thinking in the classroom teaching. Thematic analysis of transcripts was undertaken. Results and Discussions: The results revealed that faculty value the essential demand for teaching critical thinking in the 2-year RN to BSN program, they believe learning/teaching critical thinking can help student "doing the things right, doing the right thing and make accurate decision". Asking questions is the most frequently strategy used by faculty. Lack of clear guideline in teaching critical thinking was one of the major difficulties that faculties identified in their teaching. Couple factors influencing teaching critical thinking in nursing included studentsÆ professional knowledge and working experiences, students' literacy and readability, as well as faculty's own knowledge regarding critical thinking. The results strongly provide the valuable information to develop teaching critical thinking course in the 2-year RN to BSN program.
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.titleTeachers' views of teaching critical thinking in the 2-year RN to BSN program in Taiwan: A focus group studyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154176-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Teachers' views of teaching critical thinking in the 2-year RN to BSN program in Taiwan: A focus group study</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">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Cheng, Su-Fen, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Fooyin University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sv132@mail.fy.edu.tw</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Sheila Sheu, PhD; Pei-Rong Chang, RN, MS; Hsiu-Fang Hsieh; Man-Hua Shen, MSN and Fu-Ju Tsai, MSN</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] Objective: The purpose of this study were: (1) to identify the definition of critical thinking, and (2) to explore the strength and difficulties in applying critical thinking in the Analysis of Clinical Case course; as well as (3) to understand factors influencing the teaching and learning of critical thinking in the analysis of Clinical Case course. Methods: A descriptive qualitative research design with focus group interview was used to understand how nursing faculty describe and perceive the value of teaching critical thinking. Three focus groups with 20 faculty members were asked to participate in this study. Each group contains 5 to 8 faculty members. A semi-structure interview guideline was developed, including the definition of critical thinking, strengths and weakness of teaching critical thinking in the class, the difficulties of applying critical thinking as well as how to apply critical thinking in the classroom teaching. Thematic analysis of transcripts was undertaken. Results and Discussions: The results revealed that faculty value the essential demand for teaching critical thinking in the 2-year RN to BSN program, they believe learning/teaching critical thinking can help student &quot;doing the things right, doing the right thing and make accurate decision&quot;. Asking questions is the most frequently strategy used by faculty. Lack of clear guideline in teaching critical thinking was one of the major difficulties that faculties identified in their teaching. Couple factors influencing teaching critical thinking in nursing included students&AElig; professional knowledge and working experiences, students' literacy and readability, as well as faculty's own knowledge regarding critical thinking. The results strongly provide the valuable information to develop teaching critical thinking course in the 2-year RN to BSN program.</td></tr></table>en_GB
dc.date.available2011-10-26T12:48:01Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:48:01Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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