2.50
Hdl Handle:
http://hdl.handle.net/10755/621159
Category:
Full-text
Format:
Text-based Document
Type:
Other Graduate Paper
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Teaching Critical Thinking with Problem-Based Learning
Author(s):
Cureton, Christopher
Additional Author Information:
Christopher Cureton, BSN, RN-BC
Advisors:
Tower-Siddens, Rhonda
Degree:
Master’s
Degree Year:
2016
Grantor:
Sacred Heart University
Abstract:

Critical thinking (CT) capabilities are crucial for the contemporary nurse and vital for the delivery of safe patient care.  As health care and technology continue to evolve, so must the teaching methods used by educators to develop the CT abilities of nursing students.  Teaching methods must be interactive, student-focused, and address the various learning needs of diverse student populations.  The review of the literature found that the active teaching strategies of problem-based learning (PBL) and case studies are effective in promoting CT development in nursing students.  The evidence-based teaching project proposes the use of PBL case studies as the primary teaching method to improve the CT abilities of entry-level Bachelor of Science in Nursing (BSN) students enrolled in the psychiatric/mental health nursing course.  Lippit’s Phases of Change Theory will guide the action, implementation and evaluation phases of this project.  Student CT development is evaluated by exam scores from the Health Education System Incorporated (HESI) Psychiatric/Mental Health Specialty Exam and surveys completed by participants following each case study.  HESI exam results with the PBL case study approach are compared to HESI exam results from previous semesters that utilized a lecture-based learning (LBL) approach and participant surveys are analyzed throughout the course.

Keywords:
critical thinking; problem-based learning; nursing students
CINAHL Headings:
Critical Thinking; Critical Thinking--Education; Problem-Based Learning; Students, Nursing, Baccalaureate; Students, Nursing; Achievement Tests
Note:
This work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
Repository Posting Date:
2016-11-30T14:59:11Z
Date of Publication:
2016-11-30

Full metadata record

DC FieldValue Language
dc.contributor.advisorTower-Siddens, Rhondaen
dc.contributor.authorCureton, Christopheren
dc.date.accessioned2016-11-30T14:59:11Z-
dc.date.available2016-11-30T14:59:11Z-
dc.date.issued2016-11-30-
dc.identifier.urihttp://hdl.handle.net/10755/621159-
dc.description.abstract<p>Critical thinking (CT) capabilities are crucial for the contemporary nurse and vital for the delivery of safe patient care.  As health care and technology continue to evolve, so must the teaching methods used by educators to develop the CT abilities of nursing students.  Teaching methods must be interactive, student-focused, and address the various learning needs of diverse student populations.  The review of the literature found that the active teaching strategies of problem-based learning (PBL) and case studies are effective in promoting CT development in nursing students.  The evidence-based teaching project proposes the use of PBL case studies as the primary teaching method to improve the CT abilities of entry-level Bachelor of Science in Nursing (BSN) students enrolled in the psychiatric/mental health nursing course.  Lippit’s Phases of Change Theory will guide the action, implementation and evaluation phases of this project.  Student CT development is evaluated by exam scores from the Health Education System Incorporated (HESI) Psychiatric/Mental Health Specialty Exam and surveys completed by participants following each case study.  HESI exam results with the PBL case study approach are compared to HESI exam results from previous semesters that utilized a lecture-based learning (LBL) approach and participant surveys are analyzed throughout the course.</p>en
dc.formatText-based Documenten
dc.language.isoen_USen
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0/*
dc.subjectcritical thinkingen
dc.subjectproblem-based learningen
dc.subjectnursing studentsen
dc.titleTeaching Critical Thinking with Problem-Based Learningen_US
dc.typeOther Graduate Paperen
thesis.degree.grantorSacred Heart Universityen
thesis.degree.levelMaster’sen
dc.description.noteThis work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.-
dc.primary-author.detailsChristopher Cureton, BSN, RN-BCen
thesis.degree.year2016en
dc.type.categoryFull-texten
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.subject.cinahlCritical Thinkingen
dc.subject.cinahlCritical Thinking--Educationen
dc.subject.cinahlProblem-Based Learningen
dc.subject.cinahlStudents, Nursing, Baccalaureateen
dc.subject.cinahlStudents, Nursingen
dc.subject.cinahlAchievement Testsen
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