Teaching critical thinking with problem-based learning
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Critical thinking (CT) capabilities are crucial for the contemporary nurse and vital for the delivery of safe patient care. As health care and technology continue to evolve, so must the teaching methods used by educators to develop the CT abilities of nursing students. Teaching methods must be interactive, student-focused, and address the various learning needs of diverse student populations. The review of the literature found that the active teaching strategies of problem-based learning (PBL) and case studies are effective in promoting CT development in nursing students. The evidence-based teaching project proposes the use of PBL case studies as the primary teaching method to improve the CT abilities of entry-level Bachelor of Science in Nursing (BSN) students enrolled in the psychiatric/mental health nursing course. Lippit’s Phases of Change Theory will guide the action, implementation and evaluation phases of this project. Student CT development is evaluated by exam scores from the Health Education System Incorporated (HESI) Psychiatric/Mental Health Specialty Exam and surveys completed by participants following each case study. HESI exam results with the PBL case study approach are compared to HESI exam results from previous semesters that utilized a lecture-based learning (LBL) approach and participant surveys are analyzed throughout the course.
This work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
Type | Other Graduate Paper |
Acquisition | Self-submission |
Review Type | Faculty Approved: Degree-based Submission |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | N/A |
Keywords | Critical Thinking; Problem-Based Learning; Nursing Students |
CINAHL Subject(s) | Critical Thinking; Critical Thinking--Education; Problem-Based Learning; Students, Nursing, Baccalaureate; Students, Nursing; Achievement Tests |
Grantor | Sacred Heart University |
Advisor | Tower-Siddens, Rhonda |
Level | Master’s |
Year | 2016 |
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