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Perceived barriers to teaching for critical thinking by BSN nursing faculty.
Nurs Health Care Perspect. 2001 Nov-Dec; 22(6):286-91.NH

Abstract

The ability to think critically is considered an essential skill of nursing graduates and competent nursing practice. Yet, the literature reports that teachers are having difficulty teaching for critical thinking and that critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in generic baccalaureate programs in Tennessee. Surveys were mailed to 262 nursing faculty; 194 were returned, and 175 were usable. Students' attitudes and expectations represented the single greatest barrier to the implementation of critical thinking teaching strategies, followed by time constraints and the perceived need to teach for content coverage. Recommendations to support and encourage faculty to teach for critical thinking are outlined.

Authors+Show Affiliations

College of Nursing, East Tennessee State University, Johnson City, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

16370252

Citation

Shell, R. "Perceived Barriers to Teaching for Critical Thinking By BSN Nursing Faculty." Nursing and Health Care Perspectives, vol. 22, no. 6, 2001, pp. 286-91.
Shell R. Perceived barriers to teaching for critical thinking by BSN nursing faculty. Nurs Health Care Perspect. 2001;22(6):286-91.
Shell, R. (2001). Perceived barriers to teaching for critical thinking by BSN nursing faculty. Nursing and Health Care Perspectives, 22(6), 286-91.
Shell R. Perceived Barriers to Teaching for Critical Thinking By BSN Nursing Faculty. Nurs Health Care Perspect. 2001 Nov-Dec;22(6):286-91. PubMed PMID: 16370252.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Perceived barriers to teaching for critical thinking by BSN nursing faculty. A1 - Shell,R, PY - 2005/12/24/pubmed PY - 2006/1/7/medline PY - 2005/12/24/entrez SP - 286 EP - 91 JF - Nursing and health care perspectives JO - Nurs Health Care Perspect VL - 22 IS - 6 N2 - The ability to think critically is considered an essential skill of nursing graduates and competent nursing practice. Yet, the literature reports that teachers are having difficulty teaching for critical thinking and that critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in generic baccalaureate programs in Tennessee. Surveys were mailed to 262 nursing faculty; 194 were returned, and 175 were usable. Students' attitudes and expectations represented the single greatest barrier to the implementation of critical thinking teaching strategies, followed by time constraints and the perceived need to teach for content coverage. Recommendations to support and encourage faculty to teach for critical thinking are outlined. SN - 1094-2831 UR - https://www.unboundmedicine.com/medline/citation/16370252/Perceived_barriers_to_teaching_for_critical_thinking_by_BSN_nursing_faculty_ L2 - http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=linkout&SEARCH=16370252.ui DB - PRIME DP - Unbound Medicine ER -