An educational programme to facilitate critical thinking within the nursing perspective

Abstract

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.

The Effect of Hands-on Practice on the Skills Proficiency of Nursing Home Nurses

“…prominent in the United States. Knowles' theory of andragogy was used by researchers to evaluate the usefulness of an educational program to promote critical thinking skills among nursing students (Pretoruis, Van Dyk, Small, & Amukugo, 2016), to test its use during preceptorships of senior nursing students (Leigh, Whitted, & Hamilton, 2015), to analyze the behaviors of postgraduate nursing students during simulation learning experiences (Spies, Seale, & Botma, 2015), and to evaluate the effectiveness of a course redesigned to specifically meet the needs of mature students (Relf & Burgess, 2014). Those who have created and revised professional development programs for new nurses, such as intravenous (IV) therapy and blood administration skills (Parchen, Phelps, Johnson, & Fisher, 2016) or education about a program recognizing nursing excellence (Shepherd & Harris, 2016), have also made use of Knowles' theory of andragogy.…”