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Teaching methodologies utilized by nurse educators to enhance critical thinking in nursing students

机译：护士教育者用来增强护理学生批判性思维的教学方法

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摘要

The purpose of this study was to identify teaching methodologies utilized by nurse educators to enhance critical thinking in nursing students. Several areas were explored concerning teaching methodology use, frequency of use, preference, and National Council Licensure Examination for Registered Nurses (NCLEX-RN) percentage pass rates. Significant differences between demographic data (years of nursing experience, years of teaching experience, faculty appointment, etc.) were explored. In addition, significant differences between nursing program NCLEX-RN percentage pass rates and teaching methodologies were explored.;Study participants included nurse educators in associate and baccalaureate degree nursing programs in Arkansas, Louisiana, and Mississippi. A survey instrument was designed based on the review of the literature. Surveys were sent to 947 nurse educators. Six hundred and thirty-nine surveys were returned over a five and one-half week period for a 67.48% return rate.;Descriptive statistics were used to illustrate demographic data, teaching methodologies used, and frequency of use. One-way ANOVAs were performed to identify significant differences between nursing program NCLEX-RN pass rate percentages and teaching methodologies used. Chi square analyses were conducted to identify significant differences between demographic data and teaching methodologies used.;Results indicated that more participants used case studies and group discussion/activities. These two teaching methodologies were also used most frequently and selected as most preferred by a greater percentage. There were no significant differences identified between nursing program NCLEX-RN pass rate percentages and teaching methodologies used. In addition, there were few significant differences between demographic data and teaching methodology use.;This study suggest that variables, in addition to those in the study, may have an influence on teaching methodologies preferred and most often used, and NCLEX-RN percentage pass rates. Investigation and identification of these variables deserve consideration, especially when evaluating the use of teaching methodologies that have a direct or indirect influence on students' critical thinking abilities.
机译：这项研究的目的是确定护士教育者用来增强护理学生批判性思维的教学方法。探讨了有关教学方法使用，使用频率，偏好和全国理事会注册护士执业资格考试（NCLEX-RN）合格率的几个方面。探索了人口统计学数据之间的显着差异（护理经验的年限，教学经验的年限，教师任用等）。此外，还探讨了护理计划NCLEX-RN的合格率与教学方法之间的显着差异。研究对象包括阿肯色州，路易斯安那州和密西西比州副学士和学士学位护理计划的护士教育者。根据文献回顾设计了一种调查工具。调查被发送给947名护士教育者。在五个半星期的时间内返回了639个调查，返回率为67.48％。描述性统计数据用于说明人口统计数据，使用的教学方法和使用频率。进行了单向方差分析，以识别护理计划NCLEX-RN通过率百分比和所使用的教学方法之间的显着差异。进行卡方分析以发现人口统计学数据与所使用的教学方法之间的显着差异。结果表明，更多的参与者使用了案例研究和小组讨论/活动。这两种教学方法也被最频繁地使用，并且以更大的百分比被选为最优选的。护理计划NCLEX-RN合格率百分比与所使用的教学方法之间没有发现显着差异。此外，人口统计学数据与教学方法的使用之间几乎没有显着差异。;该研究表明，除研究中的变量外，变量可能还会影响首选和最常用的教学方法，以及NCLEX-RN合格率费率。对这些变量的调查和识别值得考虑，特别是在评估对学生的批判性思维能力有直接或间接影响的教学方法的使用时。

著录项

  • 作者

    Elliott, Rowena W.;

  • 作者单位

    The University of Mississippi.;

  • 授予单位 The University of Mississippi.;
  • 学科 Higher education.;Health Sciences Education.;Nursing.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 142 p.
  • 总页数 142
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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