| |
Records |
Links |
|
Author  |
Beveridge, S. |
|
| |
Title |
The development of critical thinking: A roller coaster ride for student and teacher in nursing education |
Type |
|
| |
Year |
2003 |
Publication |
|
Abbreviated Journal |
University of Waikato Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Nursing; Education; Critical thinking |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1115 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Carter, G.E. |
|
| |
Title |
Critical thinking abilities: Evidence from students' clinical self-evaluation responses: A pilot study |
Type |
|
| |
Year |
2005 |
Publication |
|
Abbreviated Journal |
Massey University Library |
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Clinical assessment; Critical thinking |
|
| |
Abstract |
|
|
| |
Call Number |
NRSNZNO @ research @ 597 |
Serial |
583 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Rhodes, Johanna |
|
| |
Title |
Students' perceptions of participating in educational escape rooms in undergraduate nursing eduction |
Type |
Journal Article |
| |
Year |
2020 |
Publication |
Kai Tiaki Nursing Research |
Abbreviated Journal |
|
|
| |
Volume |
11 |
Issue |
1 |
Pages |
34-41 |
|
| |
Keywords |
Escape rooms; Nursing students; Critical thinking; Teamwork; Nursing education |
|
| |
Abstract |
Captures undergraduate nursing students' perceptions after participation in an educational escape room. Describes the concept of the escape room for undergraduate nursing students, in which students collaboratively solved problems during a specified time before returning to the classroom. Reports the findings of a survey conducted with 181 students on the utility of the experience for teaching teamwork, collaboration, and critical thinking while under pressure. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1659 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Stewart, A.; Thompson, R. |
|
| |
Title |
Exploring critical thinking: In conversation with a graduate |
Type |
Book Chapter |
| |
Year |
2005 |
Publication |
J. McDrury (Ed.), Nursing matters: A reader for teaching and learning in the clinical setting (pp. 9-26) |
Abbreviated Journal |
|
|
| |
Volume |
|
Issue |
|
Pages |
|
|
| |
Keywords |
Critical thinking; Nursing; Education; Students |
|
| |
Abstract |
This report presents selected aspects of an inquiry based on a conversation with Raeleen, a graduate of a post-graduate nursing programme. Raeleen talks about her experience of critical thinking during her post-graduate studies. The authors suggest that, through this conversation, it is possible to explore the nature of critical thinking and examine the important roles teachers can play in facilitating its development. Includes discussion questions prepared by Rebecca Hennephof that consider the relevance and impact of critical thinking on nursing practice. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
495 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Thompson, R.; Farrow, T. |
|
| |
Title |
The Workbook Portfolio: Facilitating undergraduate student learning in the mental health clinical area |
Type |
Journal Article |
| |
Year |
1999 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
14 |
Issue |
2 |
Pages |
21-30 |
|
| |
Keywords |
Mental health; Teaching methods; Critical thinking |
|
| |
Abstract |
This article describes the use of a model that has been developed to assist students in tackling the complex issues surrounding mental health nursing. The Workbook Portfolio has identifiable components that encourage the development of reflective and analytical skills, which allow nurses to practice within an environment that is influenced and determined by a complex, and sometimes contradictory, range of external influences. The article explains the workings of this model so it can be used by educators to for students in the mental health setting. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
637 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Vallance, E.; Scott, S. |
|
| |
Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part two |
Type |
Journal Article |
| |
Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
19 |
Issue |
3 |
Pages |
40-49 |
|
| |
Keywords |
Problem solving; Critical thinking; Nursing; Education |
|
| |
Abstract |
In this article, the second of two, the literature is examined to determine the ability of problem-based learning to develop professional nursing practice. Professional practice depends on critical thinking for the development of both rational problem-solving skills and critical reflective thinking. This article proposes that problem-based learning has the potential to develop the critical thinking skills required for problem solving and decision-making. However problem-based learning is less likely to promote the critical reflective thinking without which the transformative practice needed to drive health gains in the 21st century is unlikely to emerge. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
555 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Vallance, E.; Scott, S. |
|
| |
Title |
A critique of problem-based learning in nursing education and the contribution it can make toward beginning professional practice, part one |
Type |
Journal Article |
| |
Year |
2003 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
19 |
Issue |
2 |
Pages |
41-51 |
|
| |
Keywords |
Nursing; Education; Critical thinking; Problem solving; Nursing; Teaching methods |
|
| |
Abstract |
Within New Zealand nursing education there appears to be a widespread acceptance of problem-based learning and an assumption that the strategies it uses are unproblematic. A review of the literature however, reveals that problem-based learning has drawbacks that may inhibit the achievement of desired graduate outcomes. It seems timely for nurse educators to exercise caution in uncritically accepting problem-based learning approaches and using them as the predominant approach to teaching and learning. To this end, a two-part critique of this teaching and learning method is presented. Part one critiques the methods of problem-based learning, discussing self-directed learning, the group process, self-assessment, and content knowledge. Part two explores the philosophical underpinnings of problem-based learning, and the so-called 'fit' within nursing. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
556 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Walthew, P. |
|
| |
Title |
Conceptions of critical thinking held by nurse educators |
Type |
Journal Article |
| |
Year |
2004 |
Publication |
Journal of Nursing Education |
Abbreviated Journal |
|
|
| |
Volume |
43 |
Issue |
9 |
Pages |
408-411 |
|
| |
Keywords |
Critical thinking; Feminist critique; Nursing; Education |
|
| |
Abstract |
This study investigated nurse educators' conceptions of critical thinking used in making judgment related to nursing. Twelve nurse educators from a large nursing school in an urban environment in New Zealand participated in this qualitative study. A semistructured questionnaire was used to explore the nurse educators' conceptions of critical thinking. The study found that the participants viewed rational, logical thinking as a central focus of critical thinking. However, in addition to these traditional perspectives, the nurse educators also included in their conceptions views more commonly held by feminist writers. These aspects focused on attention to intuition, subjective knowing, attention to context, emotions, and caring. |
|
| |
Call Number |
NRSNZNO @ research @ |
Serial |
1056 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Wilkinson, J.A. |
|
| |
Title |
Using adult learning theory to enhance clinical teaching |
Type |
Journal Article |
| |
Year |
2004 |
Publication |
Nursing Praxis in New Zealand |
Abbreviated Journal |
|
|
| |
Volume |
20 |
Issue |
1 |
Pages |
36-44 |
|
| |
Keywords |
Critical thinking; Nursing; Education; Motivation; Theory |
|
| |
Abstract |
In this article four theories of adult learning theory are presented: self directed learning; experiential learning; constructivist theory; and critical thinking. These are discussed alongside theories about motivation to learn. Suggestions for how the theory may be applied to the clinical learning environment are offered. |
|
| |
Call Number |
NRSNZNO @ research @ 565 |
Serial |
551 |
|
| Permanent link to this record |
| |
|
| |
|
Author |
Willers, Shona; Jowsey, Tanisha; Chen, Yan |
|
| |
Title |
How do nurses promote critical thinking in acute care? A scoping literature review |
Type |
Journal Article |
| |
Year |
2021 |
Publication |
Nurse Education in Practice |
Abbreviated Journal |
|
|
| |
Volume |
53 |
Issue |
|
Pages |
1-12 |
|
| |
Keywords |
Nursing education; Critical thinking; Acute care |
|
| |
Abstract |
Employs Arksey and O'Malley's framework to undertake a scoping literature review to find out how critical thinking is promoted among nursing learners such as students and junior nurses in acute care. |
|
| |
Call Number |
NZNO @ research @ |
Serial |
1774 |
|
| Permanent link to this record |
