2.50
Hdl Handle:
http://hdl.handle.net/10755/159855
Type:
Presentation
Title:
Precepting in the Fast Lane: Improving Critical Thinking in New Graduate Nurses
Abstract:
Precepting in the Fast Lane: Improving Critical Thinking in New Graduate Nurses
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2006
Author:Sorensen, Heather, MSN, BSN, RN
P.I. Institution Name:Bryan LGH College of Health Sciences
Title:Principal Investigator
Contact Address:School of Nursing, 5035 Everett, Lincoln, NE, 68506, USA
Contact Telephone:402-481-8749
Co-Authors:L.. Rose Yankech, MSN, BSN, RN
Purpose: The purpose of this study was to examine whether a research-based, theory-driven preceptor educational program could improve the critical thinking of new graduate nurses, explore how participation in the program would influence preceptors, and evaluate the learning outcomes of the new graduate nurses. Conceptual Framework: Educational theorist Vygotsky's concept of scaffolding as applied to nursing practice guided this study. In it, the preceptor acts as scaffold to assist the new graduate nurse to bridge the gap between theory and practice, resulting in a professional practicing nurse demonstrating the cognitive skills and habits of mind dimensions of critical thinking as defined by Scheffer and Rubenfeld (2000), such as logical reasoning, information seeking, transforming knowledge, reflection, creativity, and intellectual integrity. Subjects: Thirty-one new graduate nurses and fifteen preceptors were enrolled in the study. Method: A quasi-experimental, mixed-methods design was used to provide a comprehensive understanding of the effects of formal preceptor education on both new graduate nurses and preceptors. The study intervention consisted of an author-developed, research-based, theory-driven preceptor educational program provided to nurse preceptors. New graduate nurses' critical thinking abilities were measured using the California Critical Thinking Skills Test (CCTST) and compared to preceptee control group results. Qualitative data was obtained through focus group interviews conducted with RN preceptors who attended the author-developed educational session. Results: Statistical significance was achieved in the Evaluation subscale of the CCTST, suggesting that preceptors' participation in a research-based, theory-driven education program had indeed contributed to the critical thinking of the experimental group. Preceptors reported a new awareness of the learning process, a new learner-centered cognitive approach to precepting, and utilization of newly-acquired teaching-learning strategies. Conclusion: The results of this study may be used by employers to improve critical thinking skills of new graduate nurses and foster effective learning relationships between preceptors and preceptees.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titlePrecepting in the Fast Lane: Improving Critical Thinking in New Graduate Nursesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159855-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Precepting in the Fast Lane: Improving Critical Thinking in New Graduate Nurses</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</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">Sorensen, Heather, MSN, BSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Bryan LGH College of Health Sciences</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Principal Investigator</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, 5035 Everett, Lincoln, NE, 68506, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">402-481-8749</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">heather.sorensen@bryanlgh.org</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">L.. Rose Yankech, MSN, BSN, RN</td></tr><tr><td colspan="2" class="item-abstract">Purpose: The purpose of this study was to examine whether a research-based, theory-driven preceptor educational program could improve the critical thinking of new graduate nurses, explore how participation in the program would influence preceptors, and evaluate the learning outcomes of the new graduate nurses. Conceptual Framework: Educational theorist Vygotsky's concept of scaffolding as applied to nursing practice guided this study. In it, the preceptor acts as scaffold to assist the new graduate nurse to bridge the gap between theory and practice, resulting in a professional practicing nurse demonstrating the cognitive skills and habits of mind dimensions of critical thinking as defined by Scheffer and Rubenfeld (2000), such as logical reasoning, information seeking, transforming knowledge, reflection, creativity, and intellectual integrity. Subjects: Thirty-one new graduate nurses and fifteen preceptors were enrolled in the study. Method: A quasi-experimental, mixed-methods design was used to provide a comprehensive understanding of the effects of formal preceptor education on both new graduate nurses and preceptors. The study intervention consisted of an author-developed, research-based, theory-driven preceptor educational program provided to nurse preceptors. New graduate nurses' critical thinking abilities were measured using the California Critical Thinking Skills Test (CCTST) and compared to preceptee control group results. Qualitative data was obtained through focus group interviews conducted with RN preceptors who attended the author-developed educational session. Results: Statistical significance was achieved in the Evaluation subscale of the CCTST, suggesting that preceptors' participation in a research-based, theory-driven education program had indeed contributed to the critical thinking of the experimental group. Preceptors reported a new awareness of the learning process, a new learner-centered cognitive approach to precepting, and utilization of newly-acquired teaching-learning strategies. Conclusion: The results of this study may be used by employers to improve critical thinking skills of new graduate nurses and foster effective learning relationships between preceptors and preceptees.</td></tr></table>en_GB
dc.date.available2011-10-26T22:23:51Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:23:51Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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