Development of an educational programme to facilitate critical thinking of student nurses in Namibia

  • Authors

    • Louise Pretoruis University of Namibia
    • Agenes Van Dyk International University of Mangaement
    • Luis Small univerity of Namibia
    • Hans Justus Amukugo University of Namibia
    2016-11-15
    https://doi.org/10.14419/ijans.v5i2.6553
  • Development, Educational Programme, Facilitate, Critical Thinking, Student Nurses.

  • The article focused on the development process of an educational programme to facilitate the development of critical thinking in the students. The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the need of the students in terms of critical thinking. The deductive data analysis of phase 1 served as basis of the conceptual framework for the development of an educational programme. Phase 2 focused on the development of the conceptual framework and it was achieved by utilized a specific educational approaches and philosophical framework were employed. Phase 3 and 4 were conducted simultaneously. Phase 3 focuses on implementation while phase 4 focuses on evaluation. A quasi – experimental design was implemented which focused on active participation by the participants in the programme.

    Author Biography

    • Hans Justus Amukugo, University of Namibia

      Dr Hans Justus Amukugo holds a PhD in Nursing Science from the University of Namibia.  He is specializing in Nursing science, education and health service management. Currently he is a lecturer, member of Unam postgraduate committee, supervisor for master and PhD students teach research methodology, co- coordinator of undergraduate and postgraduate research activities at the School of nursing and Public health. His research interests are qualitative research, model, and theory and programme development in health perspectives. E – Mail address: hamukugo@unam.na

  • References

    1. [1] Banning, M. (2005). Approaches to teaching: Current opinions and related research. Nurse Education Today, 25(7), 502–508. http://dx.doi.org/10.1016/j.nedt.2005.03.007.

      [2] Kyrkjebo, J.M., & Hage, I. (2005). What we know and what they do: Nursing students’experiences of improvement knowledge in clinical practice. Nurse Education Today, 25(3), 167–175. http://dx.doi.org/10.1016/j.nedt.2004.11.008.

      [3] Uys, L.R. & Gwele, N.S. (2005). Curriculum development in nursing: Process and innovations. London: Routledge. http://dx.doi.org/10.4324/9780203313343.

      [4] Alfaro-LeFevre, R. (2002). Applying nursing process: promoting collaborative care (5th ed.). Philadelphia: Lippincott.

      [5] Miller, M.A.,& Malcolm, N.S. (1990). Critical thinking in the nursing curriculum. Nursing & Health Care, 11(2), 67-73.

      [6] Bandman, E. L., & Bandman, B. (1988). Critical thinking in nursing. Connecticut: Appleton & Lange.

      [7] Burnard, P. (1989). Developing critical thinking ability in nurse education. Nurse Education Today, 9(4), 271–275. http://dx.doi.org/10.1016/0260-6917(89)90080-4.

      [8] Burnard, P. (1995). Learning Human skills. An experiential and reflective guide for nurses. (3rd ed.). Oxford: Butterworth–Heineman.

      [9] Jones, S.A., & Brown, L. N. (1991). Critical thinking: impact on nursing education. Journal of Advanced Nursing, 16, 529–533. http://dx.doi.org/10.1111/j.1365-2648.1991.tb01687.x.

      [10] Glen, S. (1995). Developing critical thinking in higher education. Nurse Education Today, 15, 170–176 http://dx.doi.org/10.1016/S0260-6917(95)80102-2.

      [11] Feingold, C., & Perlich, L.J. (1999). Teaching critical thinking through a health promotion contract. Nurse Educator, 24(4), 42-44. http://dx.doi.org/10.1097/00006223-199907000-00020.

      [12] Thurmond, V.A. (2001). The holism in critical thinking: A concept analysis. Journal of Holistic Nursing, 19(4), 375–388. http://dx.doi.org/10.1177/089801010101900406.

      [13] Carroll, R.T. (2007). Teaching critical thinking. Paper presented at Critical Thinking Workshop, Las Vegas. Retrieved May 14, 2007, from www.skepdic.com/essays/teachingCT.pdf.

      [14] Pretorius, L. (2001). The role of the clinical nurse instructor in the development of critical thinking in the student nurses in Namibia. MArts (Nursing Science) dissertation, University of Namibia. Windhoek.

      [15] Uys, L.R. & Gwele, N.S. (2005). Curriculum development in nursing: Process and innovations. London: Routledge. http://dx.doi.org/10.4324/9780203313343.

      [16] Rowles, C.J., & Brigham, C. (1998). Strategies to promote critical thinking and active learning. In D.M. Billings & J.A Halstead (Ed.), Teaching in nursing (pp. 247-270). Tokyo: Saunders.

      [17] Green, C. (2000). Critical thinking in nursing. Case studies across the curriculum. New Jersey. Prentice Hall Health.

      [18] Applegate, M.H. (1998). Curriculum evaluation. In D.M. Billings & J.A Halstead (Eds.), Teaching in nursing (pp 179 – 205). Tokyo: Saunders.

      [19] Paul, R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa. Foundation for Critical Thinking.

      [20] Fichardt, A.E., & Viljoen, M.J. (2000). Assessment of learning needs and the development of an educational program for registered nurses in advanced midwifery and neonatology. Curationis, 23(4), 107-116. http://dx.doi.org/10.4102/curationis.v23i4.768.

      [21] Thorpe, K., & Loo, R. (2003) . Critical thinking types among nursing and management undergraduates. Nurse Education Today, 23(8), 566–574. http://dx.doi.org/10.1016/S0260-6917(03)00102-3.

      [22] Acione, N.C., Facione, P.A., Giancarlo, C.A.F. (1997 (a)). The motivation to think in working and learning. In E. Jones (Ed.), preparing competent college graduates: Setting new and higher expectations for student learning (pp. 67–79). San Fransisco, CA: Jossey–Bass.

      [23] Facione P.A., Facione, N.C., Giancarlo, C.A.F. (1997). Professional judgment and the disposition toward critical thinking. Milbrae: California Academic Press.

      [24] Finke, L.M., & Boland, D.L. (1998). Curriculum designs. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (pp 117 -134).Tokyo: Saunders.

      [25] Norton, B. (1998). Selecting learning experiences to achieve curriculum outcomes. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (pp. 151–169). Tokyo: Saunders

      [26] Norton, B. (1998 b). Selecting learning experiences to achieve curriculum outcomes. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (pp. 211-245). Tokyo: Saunders.

      [27] Youngblood, N., & Beitz, J.M. (2001). Developing critical thinking with active learning strategies. Nurse Educator, 26(1), 39–42. http://dx.doi.org/10.1097/00006223-200101000-00016.

      [28] Johns, R.M. (2002). Before critical thinking comes independent thinking: the special educational challenge of students to think. The Successful Professor, 1(4), 1-3.

      [29] Anonymous. (1993). Improving teaching and learning in service: Expert help at your school or campus. Critical Thinking, 1(2), 3-7.

      [30] Anonymous. (1993). Improving teaching and learning in service: Expert help at your school or campus. Critical Thinking, 1(2), 3-7.

      [31] Profetto-McGrath, J., Hesketh, K.L., Lang, S., & Estabrooks, C.A. 2003. A study of critical thinking and research utilization among nurses. Western Journal of Nursing Research, 25(3), 322–337. http://dx.doi.org/10.1177/0193945902250421.

  • Downloads

  • How to Cite

    Pretoruis, L., Van Dyk, A., Small, L., & Amukugo, H. J. (2016). Development of an educational programme to facilitate critical thinking of student nurses in Namibia. International Journal of Advanced Nursing Studies, 5(2), 234-239. https://doi.org/10.14419/ijans.v5i2.6553