Faculty members in many schools of nursing have been urged to include critical thinking in all aspects of the nursing curriculum. The faculty at the Institutes of Nursing in the United Arab Emirates, have adopted in the academic year I998 a case-based curriculum that teaches nursing courses by using case studies, which represent a terrific and non-threatening method to use to teach and learn either critical thinking skills or clinical decision-making (Robinson, 1998; Glendon and Ulrich, 1992, 1997). The development of critical thinking skills in a case-based curriculum was investigated. A randomly selected, cross-sectional sample of nursing students at the Abu Dhabi Institute of Nursing (N= 88) was studied. Three groups (n=30) from each level of a three-level-diploma nursing program were measured for development of critical thinking skills using the Test of Everyday Reasoning (TER). Relationships were investigated between TER scores, the level of the program and other socio-demographic and academic achievement determinants. Critical thinking ability did not change significantly among the three levels during the educational experience in a case-based curriculum; however, the participants in the highest level of the program were able to get a higher mean TER scores from the other two levels. One of the conclusions that could be drawn from this study was that critical thinking might not change as an associated factor with a case-based curriculum at this premature phase of its implementation until some time after the graduates of this program become practicing nurses where clinical decision-making would be in action. The other conclusions focused on the necessity of unfolding the utilized cases in the curriculum and on determining whether the construct of critical thinking has been incorporated in them. / Thesis (M.Cur.)-University of Natal, Durban, 2001.

The Institutes of Nursing in the United Arab Emirates adopted a new approach for educating and training the Diploma Nursing students in 1997. This approach emphasized the use of case-based learning, which was characterized by self-directed and cooperative learning. As the students were experiencing changes in the educational setting and teaching practices it was important to determine the impact of the teaching and learning approaches on students' learning, and to describe suggestions needed for improvement. The purposes of this study were to determine the learning styles and stages of self-direction in learning for students at Abu Dhabi Institute of Nursing, and to investigate whether there was a relationship between learning style, stage of self-direction and academic performance in courses taught by the case-based method. This study was guided by Kolb's theory of Experiential Learning, and Grow's theory of the Staged Self-Directed Learning Model. Kolb's learning style inventory and a self designed tool to measure stages of self-direction were administered to 186 students, who agreed to participate in the study. The design was a descriptive correlational one, and data was analyzed by descriptive, correlation, and inferential statistics methods. The assimilator learning style was the most predominant learning style (35.5%) followed by the converger (29.6%). Accommodators and divergers had equal percentage (17%) for each. As for the stages in self-direction, most of the students rated themselves in the moderate stages of self-direction (67.2%), however, Diploma III had the higest percentage of high self-directed learners (57%). Significant relationship was found between learning styles and academic performance, where convergers and divergers scored higher than assimilators and accommodators. Also a significant relationship was found between the stage of self-direction in learning and academic performance, where students in higher stages of self-direction had higher mean scores compared to students in low and moderate stages of self-direction. / Thesis (M.Cur.)-University of Natal, Durban, 2001.

The purpose of the study was to evaluate demographic, pre-admission, and academic variables of nursing students to identify the best predictors of success on the NCLEX-RN. A convenience sample of 237 students from Indiana Wesleyan University comprised the population for the study. User-oriented evaluation provided the conceptual framework for the study.Multiple regression analyses were used to determine relationships between the variables and success on the NCLEX-RN. Relationships were studied between variables and scores on the NCLEX-RN prior to 1988 (NCLEX 1) and success on the NCLEX-RN for the total sample (NCLEX 2).Demographic variables included age, race, marital status, and the number of semesters required to complete the program. The findings of the study evidenced no significant relationship between demographic variables and NCLEX-RN scores (NCLEX 1).Pre-admission variables included high school grade point average, Scholastic Aptitude Test math and verbal scores, advanced placement credit, and college credit prior to admission. Pre-admission variablesaverage, and scores on the National Comprehensive Nursing Achievementaccounted for 19% of the variance in scores on the NCLEX-RN.Academic variables included grade point averages in science courses, humanities courses, nursing courses, at the end of each year of study, scores on National League for Nursing Achievement Tests, and the Mosby Assess Test. Grade point averages in physical and biological sciences, in sophomore nursing courses, at the end of the freshman year, and scores on the Mosby Assess Test had a significant relationship with scores on the NCLEX-RN. Scores on the Mosby Assess Test accounted for 25% of the variance in NCLEX-RN scores. The highest prediction equation, accounting for 49% of the variance of NCLEX-RN scores, included a weighted linear composite of Scholastic Aptitude Test math scores, Mosby Assess Test scores, junior nursing course grade point League for Nursing Test.Multiple regression analyses of all variables with success on the NCLEX-RN for the total population (NCLEX 2) demonstrated no significant relationships. All findings were communicated to faculty at Indiana Wesleyan University applying the theoretical framework chosen for the study. / School of Nursing

The purpose of this qualitative study was to explore the RN to BSN student's perceptions about what they need from curricula and the faculty to meet their educational goals. In addition, the study looked at the relationship between student identified needs and those identified by the faculty in regard to the RN to BSN curriculum.Evidence was collected using three focus group interviews with RN to BSN students and three focus group interviews with faculty who teach in RN to BSN programs. The number of participants in faculty focus group totaled 13 while participants in student focus groups totaled 16 participants. Individual follow-up interviews were conducted with participants from five of the six focus groups.A total of 50 concepts and a total of 20 subcategories were identified as significant as a result of the student data analysis. Seven themes emerged from the data analysis: 1) reasons for seeking BSN degrees (personal reasons, job advancement or maintenance, bridge to graduate school); 2) curricular content (nursing research, nursing leadership/management, health assessment, politics, computer technology, and general education); 3) curricular outcomes (professionalism, professional self-esteem, critical thinking); 4) institutional factors (advising and admissions processes, separation from traditional BSN students); 5) teaching methodologies (discussion, sharing, student presentations); 6) adult learning principles (self-direction, choices, peer learning, respect for experience); and 7) accommodations (acknowledgement for multiple roles, convenience, flexibility, credit for previous work, choices, physical environment). / Department of Educational Studies

The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education. / Department of Educational Studies

What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters degree. The six instructors were from five areas of nursing: medical/surgical (beginning and intermediate level), maternity, mental health, community health and management.Each instructor was interviewed three times during the same semester, approximately two weeks apart. Interviews were audio recorded and transcribed. Spradley's (1979) domain and taxonomic analyses were used to analyze the data.Data analysis showed that some strategies were used by all instructors, with adaptations made for the specialty. The strategies used by all instructors were questioning, nursing care plans and clinical conferences. More than one instructor used student journals, teaching projects, research articles, milieu assessments, and case studies/scenarios.This research strongly supported the use of questioning to help the student progress in critical thinking. Contrary to some research, the present research found that questioning by the instructors was not detached but was situated in the client setting which helped the student synthesize facts into a whole. The research identified many questions used by the clinical nurse instructors.Instructors identified their role in assisting students toward critical thinking as helper, facilitator, coach and guide. Instructors also identified the following characteristics as necessary to help students: caring attitude, creativity, perseverance, knowledgeable, listener, encourager and learning attitude. The instructors motivated students as they progressed in critical thinking through verbal and nonverbal rewards. Students gained self-confidence as they experienced success in their journey towards critical thinking. Implications for nursing practice are provided. The importance of this research lies in the rich depth of discovering how these strategies, roles, characteristics, and motivators assist nursing students in developing critical thinking skills in different clinical settings.2 / Department of Educational Leadership

Are there differences among freshman, sophomore, junior and senior baccalaureate nursing students in levels of critical thinking skills? What demographic variables are related to critical thinking?Critical thinking was equated with the problem-solving process in the nursing process and defined as the ability to collect and interpret facts, develop problem statements, identify interventions and evaluate the outcomes.A stratified random sample of nursing students (N = 114) from freshman, sophomore, junior and senior classes completed the Watson-Glaser Critical Thinking Appraisal and a demographic questionnaire.No significant differences were found among the four grade levels in critical thinking skills (F = 2.506, p = .0628). Scholastic Aptitude Test (SAT) verbal and quantitative scores and grade point averages (r = .55, .30, .41 respectively) were positively correlated to critical thinking (p = .05). Age, total number of credit hours completed, credit hours completed In physical/earth/life sciences, behavior and social sciences, humanities and fine arts, professional nursing and general electives were also statistically significantly related (r < .30, indicates little practical significance) to critical thinking. SAT verbal, grade point average, humanities and fine arts entered a regression equation to collectively account for 41% of the variance in critical thinking (p = < .001).Either (a) critical thinking skills are not increasing, (b) the WGCTA does not measure the critical thinking skills used by nurses or (c) nursing curricula may not develop critical thinking skills in nursing students. using an analysis of the uniqueness of the nursing process, nurse educators should develop an instrument that measures the critical thinking "process" component of the nursing process as well as the "logic" component with items specific to the nursing knowledge base.If critical thinking skills are important to nursing practice, then curriculum content, teaching methodologies and learning experiences should increase critical thinking skills in nursing students. Longitudinal studies need to be conducted to determine what curriculum content, teaching methodologies and learning experiences are most effective in increasing the critical thinking skills in nursing students. / Center for Lifelong Education

One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality. The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following: 1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey? 2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions. This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions. The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles. / Access to thesis permanently restricted to Ball State community only / Department of Educational Studies

The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i

This study was designed to investigate the opinions of District 4 membership of the Texas Nurses Association concerning mandatory and voluntary continuing education and to see if there was a relationship between members views and specific demographic characteristics. With the enormous growth of scientific knowledge, health professionals are becoming increasingly aware of the need to require their practitioners to show proof of competence to practice and to keep their knowledge and skills up to date. Many states have proposed legislation to require nurses to participate in continuing education to maintain current registration of the license to practice. Even though the majority of nurses in the United States would attest to the value of continuing education, the subject is fraught with controversy as to whether the programs should be voluntary or mandatory. The reasons most commonly indicated for support of mandatory education were these: (1) Mandatory continuing education requirements would upgrade nurses and the nursing profession; and (2) Many nurses are not self-motivated and need encouragement from the outside before they will participate in the continuing education which they need to keep current.