Infusing Critical Thinking Skills Course Design for RN-BSN Nursing Program in Taiwan: the Initial Stage of an action Research

2.50
Hdl Handle:
http://hdl.handle.net/10755/156290
Type:
Presentation
Title:
Infusing Critical Thinking Skills Course Design for RN-BSN Nursing Program in Taiwan: the Initial Stage of an action Research
Abstract:
Infusing Critical Thinking Skills Course Design for RN-BSN Nursing Program in Taiwan: the Initial Stage of an action Research
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Chang, Pei-Rong, RN, MS
P.I. Institution Name:Fooyin University
Title:Lecturer
Co-Authors:Sheila Sheu, PhD; Man-Hua Shen, MSN; Su-Fen Cheng, RN, PhD; Hsiu-Fang Hsieh and Fu-Ju Tsai, MSN
[Research Presentation] Nursing is facing great challenges in the 21st century. Critical thinking is the most common and important thinking skill for professionals to make better clinical decision-making. ItÆs important to promote critical thinking skills in the nursing education. However, a systematic teaching model for lectures and scenario exercises to enhance critical thinking ability was little described in the previous studies. This study represents a first year action research for infusing critical thinking skills course design. The purpose was to design an appropriate infusing critical thinking skills course for RN-BSN students in Taiwan. This study used participant action research design. All 20 nursing faculty participated into this study. Through literature review, workshops, and numerous discussions, the teaching strategies and evaluation criteria for infusing the following critical thinking skills were developed: (1) problem clarification, (2) information validation, (3) problem identification, (4) rational action, (5) updating evaluation, and (6) meta-regulation. A systemic teaching model of lectures was developed in this study. The model includes guidelines for lecture, teaching strategies for critical thinking, and evaluation tools for critical thinking. The guidelines for in-course teaching include Identification of Critical Thinking, Course Plan, Course Structure, Principles of Scenario Design, Core Questions for Scenario Exercise, An Example of Handout Teaching Plan, and An Example of Final Examination. The teaching strategies consist of lecturing, questioning, scenario case analysis, and peer group discussion. The evaluation tools for critical thinking include Evaluation for Scenario Exercise, and Final Case Analysis Pencil Examination. The result of this study was the first stage for the success of the entire 3 year project for critical thinking curriculum. The implementation of this model will be followed and evaluated. The result of this course design will facilitate students to develop better critical thinking skills, as well as improve studentsÆ ability to provide better quality care.
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.titleInfusing Critical Thinking Skills Course Design for RN-BSN Nursing Program in Taiwan: the Initial Stage of an action Researchen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156290-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Infusing Critical Thinking Skills Course Design for RN-BSN Nursing Program in Taiwan: the Initial Stage of an action Research</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">Chang, Pei-Rong, RN, MS</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">Lecturer</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">ns173@mail.fy.edu.tw</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Sheila Sheu, PhD; Man-Hua Shen, MSN; Su-Fen Cheng, RN, PhD; Hsiu-Fang Hsieh and Fu-Ju Tsai, MSN</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] Nursing is facing great challenges in the 21st century. Critical thinking is the most common and important thinking skill for professionals to make better clinical decision-making. It&AElig;s important to promote critical thinking skills in the nursing education. However, a systematic teaching model for lectures and scenario exercises to enhance critical thinking ability was little described in the previous studies. This study represents a first year action research for infusing critical thinking skills course design. The purpose was to design an appropriate infusing critical thinking skills course for RN-BSN students in Taiwan. This study used participant action research design. All 20 nursing faculty participated into this study. Through literature review, workshops, and numerous discussions, the teaching strategies and evaluation criteria for infusing the following critical thinking skills were developed: (1) problem clarification, (2) information validation, (3) problem identification, (4) rational action, (5) updating evaluation, and (6) meta-regulation. A systemic teaching model of lectures was developed in this study. The model includes guidelines for lecture, teaching strategies for critical thinking, and evaluation tools for critical thinking. The guidelines for in-course teaching include Identification of Critical Thinking, Course Plan, Course Structure, Principles of Scenario Design, Core Questions for Scenario Exercise, An Example of Handout Teaching Plan, and An Example of Final Examination. The teaching strategies consist of lecturing, questioning, scenario case analysis, and peer group discussion. The evaluation tools for critical thinking include Evaluation for Scenario Exercise, and Final Case Analysis Pencil Examination. The result of this study was the first stage for the success of the entire 3 year project for critical thinking curriculum. The implementation of this model will be followed and evaluated. The result of this course design will facilitate students to develop better critical thinking skills, as well as improve students&AElig; ability to provide better quality care.</td></tr></table>en_GB
dc.date.available2011-10-26T14:38:19Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:38:19Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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