Sigrid Wangensteen has the recent years been engaged in doctoral studies at Karlstad University in combination with teaching at the bachelor program in nursing at Gjøvik Universtity College. This doctoral thesis is focused on newly graduated nurses, their perception of competence, critical thinking dispositions, research use and their experiences of being a nurse during their first year as a nurse. Qualitative and quantitative methods were used. The very first period of time was experienced as tough but when looking back the newly graduated nurses appreciated the tough time. They described the need for a supportive environment, and gaining competence through managing challenging situations. The leadership role constituted the main difference between being a student and being a nurse. In the quantitative study the nurses perceived their competence as good, rating the Helping role competence category highest and the Ensuring quality competence category lowest. With respect to critical thinking the CCTDI total scores indicated a positive disposition. As regards the CCTDI subscale scores the nurses reported highest values for intellectual curiosity (Inquisitiveness) and lowest for intellectual honesty (Truth-seeking). The nurses reported a positive attitude towards research, but only 24% were classified as research users. Supportive environment was a significant predictor for research use. Critical thinking was a prominent predictor for attitude towards research, for research use and perception of competence. Nurse leaders in clinical practice and nurse educators in nursing education and clinical practice play an important role in nurturing student nurses and newly graduated nurses with respect to critical thinking. There is a need to assess whether teaching strategies meet the requirements of critical thinking and EBP in nursing education.

In 1995 an Aesthetics and Arts Criticism substrand was included in The Arts Curriculum and Standards Framework document for schools in Victoria, Australia. The researcher believed that in order to implement the new curriculum requirements and cope with the complexities that accompanied the emergence of postmodern art, teachers would need to alter their practice and find strategies for encouraging greater student participation and critical thinking in art room discussions. (For complete abstract open document)

Thesis (M. Ed.)--Kutztown University, 1989. / Source: Masters Abstracts International, Volume: 45-06, page: 2749. Abstract precedes title page. Typescript. Includes bibliographical references.

Thesis (M.A. in education)--Washington State University, December 2005. / Includes bibliographical references (leaves 101-102). Also available via the World Wide Web

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 200-222).

Thesis (Ph.D.)--Tennessee Technological University, 2006. / Bibliography: leaves 46-53.

Thesis (Ph.D.)--University of Tulsa, 1993. / Includes bibliographical references (leaves 45-46).

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (4/10/2008). Includes bibliographical references (leaves 76-78).

Thesis (Ph.D.) -- University of Western Sydney, 2000. / A thesis submitted to fulfill the requirements of Doctor of Philosophy in the School of Social Ecology, University of Western Sydney, December 2000. Bibliography : leaves 343-364.

Thesis (M.Ed.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: leaf 209-214.