An educational programme to facilitate critical thinking within the nursing perspective

  • Authors

    • Louise Pretoruis University of Namibia
    • Agenes Van Dyk International University of Mangaement
    • Luis Small univerity of Namibia
    • Hans Justus Amukugo University of Namibia
    2016-10-14
    https://doi.org/10.14419/ijans.v5i2.6556
  • Process, Educational Programme, Facilitate, Critical Thinking and Nursing Perspective.

  • This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as conceptual framework for the development of education programme in phase 2.

    Phase 2 consisted of the development of educational framework to facilitate critical thinking in student nurses. Specific educational approaches and a philosophical framework were employed during the development of the programme. An expert opinion on the programme was obtained before the implementation could be concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and Phase 4 the evaluation.

    The process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical approaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated into the development of an educational programme and strategies to overcome obstacles during the implementation of an educational 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] Richardson, V. (1998). The diverse learning needs of students. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (pp.17–31). Tokyo: Saunders.

      [2] Facione, 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.

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

      [4] Jenkins, P., & Turick-Gibson, T. (1999). An exercise in critical thinking using role playing. Nurse Educator, 24(6), 11-4. http://dx.doi.org/10.1097/00006223-199911000-00009.

      [5] Gellin, M.A. & Beard, M. (2007). Infusing critical thinking and diversity: Easy or hard? Retrieved May 2, 2007 from http://www.mc.maricopa.edu/community/chair/conference2007/documents/infusingcriticalthinking.pdf.

      [6] Pond, E., Bradshaw, M.J., & Turner, S. (1991). Teaching strategies for critical thinking. Nurse Education, 16(6), 18–22. http://dx.doi.org/10.1097/00006223-199116060-00007.

      [7] 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.

      [8] 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.

      [9] ADEA (American Dental Education Association). (2006). Educational strategies associated with development of problem solving, critical thinking and self-directed learning. Journal of Dental Education, 70 (9), 925-936.

      [10] Anastasi, J. (2004). Re-entry to nursing: student focus in the competence assessment service program. SLEID (Studies in Learning, Evaluation, Innovation and Development), 1(1), 8-15.

      [11] Richardson, V. (1998). The diverse learning needs of students. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (pp.17–31). Tokyo: Saunders.

      [12] CTL (Center for Teaching and Learning). (2005). Speaking of teaching. Stanford University Newsletter, 15(1), 1-6. Retrieved May 15, 2007, from http://ctl.stanford.edu.

      [13] Van Gelder, T. (n.d). Teaching critical thinking. Some lessons from cognitive science. College teaching, 45(1), 1-6. Retrieved August 02, 2006, from http:// www.philosophy.unimelb.edu.au/reason/papers/Teaching_CT- lessons.pdf

      [14] Sternberg, R.J., & Spear-Swerling, L. (1996). Teaching for thinking. Washington: American Psychological Association. http://dx.doi.org/10.1037/10212-000.

      [15] Abegglen, J. (1997). Critical thinking in nursing: Classroom tactics that work. Journal of Nursing Education, 36 (10), 452 – 458.

      [16] Fosnot, C.T. (1996). Constructivism: Theory, perspectives and practice. London: Teachers College Press.

      [17] Mentkowski, M. & Associates. (2000). learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey Bass.

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

      [19] Redding, D.A. (2001a). The development of critical thinking among students in Baccalaureate nursing education. Holistic Nursing Practice, 15(4), 57–64. http://dx.doi.org/10.1097/00004650-200107000-00009.

      [20] Stone, C.A., Davidson, L. J., Evans, J.L., & Hansen, M.A. (2001). Validity evidence for using a general critical thinking test to measure nursing students’ critical thinking. Holistic Nursing Practice, 15 (4), 65–74. http://dx.doi.org/10.1097/00004650-200107000-00010.

      [21] Oberleitner, M.G. (n.d). Responding in writing to clinical cases: The development of clinical reasoning in nursing. Retrieved September 04, 2006, from http://wac.colostate.edu // llad/v5nl/oberleitner.

      [22] Redding, D.A. (2001a). The development of critical thinking among students in Baccalaureate nursing education. Holistic Nursing Practice, 15(4), 57–64. http://dx.doi.org/10.1097/00004650-200107000-00009.

      [23] Wright, I. (2002). Is that right? Critical thinking and the social world of the young learner. Toronto: Pippin.

      [24] Mentkowski, M. & Associates. (2000). learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey Bass.

      [25] Jensen, E. (2006). Enriching the brain: how to maximize every learner’s potential. San Fransisco: Jossey–Bass.

      [26] 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.

      [27] 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.

      [28] Facione, N.C., Facione, P.A., Giancarlo, C.A.F. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33(8), 345–350.

      [29] Facione, 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.

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

      [31] Facione, P.A. (1998). Critical thinking: what it is and why it counts [Electronic version]. Retrieved January 23, 2006 from http://www.calpress.com/pdf.files/what & why.

      [32] Facione, P.A. (2006). Critical thinking: what it is and why it counts [Electronic version]. 2006 Update. Retrieved January 23, 2006 from: http://www.calpress.com/pdf.files/what & why.

      [33] Csokasy, J. (1998). Philosophical Foundations of the Curriculum. In D.M. Billings & J.A. Halstead (Eds.), Teaching in nursing (pp 97–116). Tokyo: Saunders.

      [34] Praeger, S.G. (1995). Josephine Paterson and Loretta T Zderad: The base for professional nursing practice. In J.B. George (Ed.), Nursing theories. (4th ed.) . Norwalk: Appleton & Lange.

      [35] Dillard, N., & Laidig, J. (1998). Curriculum development: an overview. In D.M Billings & J.A. Halstead (Eds.), Teaching in nursing (pp 69–81). Tokyo: Saunders.

      [36] Praeger, S.G. (1995). Josephine Paterson and Loretta T Zderad: The base for professional nursing practice. In J.B. George (Ed.), Nursing theories. (4th ed.) . Norwalk: Appleton & Lange.

      [37] Dillard, N., & Laidig, J. (1998). Curriculum development: an overview. In D.M Billings & J.A. Halstead (Eds.), Teaching in nursing (pp 69–81). Tokyo: Saunders.

      [38] Polit, D.E., & Beck,C.T. (2006). Essentials of nursing research. (6th ed.). Philadelphia. Lippincott Williams & Wilkins.

      [39] Polit, D.E., & Beck, C.T. (2004). Nursing research: Principles and methods. (7th ed.). Philadelphia. Lippincott Williams & Young.

      [40] Wikipedia. (n.d (a)). Constructivism (learning theory). Retrieved July 2, 2005, from http://en.wikipedia.org/wiki/Constructivism.

      [41] Murphy, E. (1997). Characteristics of constructivist learning & teaching. Retrieved May 15, 2007 from http://www.stemnet.nf.ca/-elmurphy/emurphy/cle3.html.

      [42] Robinson, D.L. (1998). Clinical decision making for nurse practitioners: A case study approach. Washington: Lippincott-Raven.

      [43] Sternberg, R.J. (1985). Teaching critical thinking. PHI DELTA KAPPAN. December. 277–280.

      [44] Cooke, M., & Moyle, K. (2002). Students’ evaluation of problem based learning. Nurse Education Today, 22(4), 330 -339. http://dx.doi.org/10.1054/nedt.2001.0713.

      [45] Baumberger-Henry, M. (2005). Cooperative learning and case study: does the combination improve students’ perception of problem-solving and decision making skills? Nurse Education Today, 25(3), 238–246. http://dx.doi.org/10.1016/j.nedt.2005.01.010.

      [46] 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.

      [47] Souers, C. (2002). Teaching strategies. Nurse Educator, 27 (1), 9–12. http://dx.doi.org/10.1097/00006223-200201000-00011.

      [48] Siegel, C. (2005). The Journal of Educational Research, 98(6), 339-349. http://dx.doi.org/10.3200/JOER.98.6.339-349.

      [49] Smith–Stoner, M. (1999). Critical thinking activities for nursing. Philadelphia. Lippincott.

      [50] Sternberg, R.J. (1985). Teaching critical thinking. PHI DELTA KAPPAN. December. 277–280.

      [51] Pond, E., Bradshaw, M.J., & Turner, S. (1991). Teaching strategies for critical thinking. Nurse Education, 16(6), 18–22. http://dx.doi.org/10.1097/00006223-199116060-00007.

      [52] Jenkins, P., & Turick-Gibson, T. (1999). An exercise in critical thinking using role playing. Nurse Educator, 24(6), 11-4. http://dx.doi.org/10.1097/00006223-199911000-00009.

      [53] Varner, D., & Peck, S.R. (2003). Learning from learning journals: The benefits and challenges of using learning journal assignments. Journal of Management Education, 27(1), 23–77. http://dx.doi.org/10.1177/1052562902239248.

      [54] Zundel, P.E., Needham, T.D., Richards, E.W., Kershaw, J.A., Daugharty, D.A., & Robak, E.W. (n.d). Fostering competency with outcome based assessment. Retrieved July 06, 2006, from http://www.snr.missouri.edu/meeetings/uenv/zundel.outcome.pdf.

      [55] Mihram, D. (n.d). Creating an objective based syllabus. Retrieved July 06, 2006, from http://www.usc.edu/programs/cet/private/ppt/resources/syllabusworkshop.ppt.

      [56] Schoenly, L. (1998). Staff development programs: Strategic thinking applied. In K.J. Kelly-Thomas (Ed.). Clinical and nursing staff development: Current competence, future focus (2nd ed., pp 192–212). Philadelphia: Lippincott.

      [57] Quinn, F.M., & Hughes, S.J. (2007). Quinn’s principles and practice of nurse education. (5th ed.). Cheltenham: Stanley Nelson.

      [58] Nicholls, A., & Nicholls, S.H. (1978). Developing a curriculum. A practical guide. London. Allen & Unwin

      [59] Knowles, M.S. (1980). The modern practice of adult education. Chicago. Follett.

      [60] Knowles, M.S. (1990). The adult learner: A neglected species. (4th ed.). Houston. Gulf.

      [61] Kozier, B., Erb, G., Berman, A., & Snyder, S.J. (2004). Fundamentals of nursing. Concepts process and practice. (7th ed.). New Jersey. Pearson Education.

      [62] Heimlich, J.E., & Norland, E. (1994). Developing teaching style in adult education. San Fransisco, CA: Jossey–Bass

      [63] Merriam, S.B., & Brockett, R.G. (1997). The profession and practice of adult education: An introduction. San Fransisco. CA: Jossey–Bass.

      [64] Dekker, E.I. (1998). The provision of adult education. In E.I. Dekker & E.M Lemmer (Eds.), Critical Issues in Modern Education (pp 275–333). Durban: Heinemann.

      [65] Courtney, S. (1992). Why adults learn: Towards a theory of participation in adult education. London: Routledge.

      [66] 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

      [67] 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.

      [68] Shaw, L.J. (2006). Teacher Education 954. Humanistic and Social Aspects of Teaching. Five educational philosophies. Existentialism. Retrieved September 09, 2006, from http://edweb.sdsu.edu/LShaw/f95syll/phlos/phexist.html.

      [69] Gagnon, G.W. & Collay, M. (n.d). Constructivist learning design. Retrieved May 15, 2007, from http://www.prainbow.com/cld/cldp.html.

      [70] Murphy, E. (1997). Characteristics of constructivist learning & teaching. Retrieved May 15, 2007 from http://www.stemnet.nf.ca/-elmurphy/emurphy/cle3.html.

      [71] Pollard, A. (2002). Reflective teaching: Effective and evidence-informed professional practice. London: Continuum.

      [72] Levett–Jones, T.L. (2005). Self-directed learning: Implications and limitations for undergraduate nursing education. Nurse Education Today, 25 (5), 363-368. http://dx.doi.org/10.1016/j.nedt.2005.03.003.

      [73] Gagnon, G.W. & Collay, M. (n.d). Constructivist learning design. Retrieved May 15, 2007, from http://www.prainbow.com/cld/cldp.html.

      [74] Thirteen|Ed online. (2004). Concept to classroom: Constructivism as paradigm for teaching and learning. Retrieved February 06, 2008, from http://www.thirteen.org/edonline/concept2class/constructivism/index.html.

      [75] Carlisle, C & Ibbotson, T. (2005). Introducing problem-based learning into research methods teaching: Student and facilitator evaluation. Nurse Education Today, 25 (7), 527–541. http://dx.doi.org/10.1016/j.nedt.2005.05.005.

      [76] 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.

      [77] Davis, N.T., Kumtepe, E.G., Aydeniz, M. (2007). Fostering continuous improvement and learning through peer assessment: Part of an integral model of assessment. Educational Assessment, 12(2), 112–135. http://dx.doi.org/10.1080/10627190701232720.

      [78] Fosnot, C.T. (1996). Constructivism: Theory, perspectives and practice. London: Teachers College Press.

      [79] Meyer, S.M., Naude, M., & van Niekerk, S. (2004). The unit manager: A comprehensive guide. Sandton: Heinemann.

      [80] Duldt, B.W. (1994). Critical thinking. Nurse Educator, 19(6), 9–10. http://dx.doi.org/10.1097/00006223-199411000-00008.

      [81] 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.

      [82] Cooke, M., & Moyle, K. (2002). Students’ evaluation of problem based learning. Nurse Education Today, 22(4), 330 -339. http://dx.doi.org/10.1054/nedt.2001.0713.

      [83] Mangena, A., & Chabeli, M. (2005). Strategies to overcome obstacles in the facilitation of critical thinking in nursing education. Nurse Education Today, 25(4), 291-298 http://dx.doi.org/10.1016/j.nedt.2005.01.012.

      [84] Robinson, D.L. (1998). Clinical decision making for nurse practitioners: A case study approach. Washington: Lippincott-Raven.

      [85] Dillard, N., & Laidig, J. (1998). Curriculum development: an overview. In D.M Billings & J.A. Halstead (Eds.), Teaching in nursing (pp 69–81). Tokyo: Saunders.

  • Downloads

  • How to Cite

    Pretoruis, L., Van Dyk, A., Small, L., & Amukugo, H. J. (2016). An educational programme to facilitate critical thinking within the nursing perspective. International Journal of Advanced Nursing Studies, 5(2), 212-221. https://doi.org/10.14419/ijans.v5i2.6556