Problem-based case study to enhance critical thinking in student nurses
- Authors: Mogale, Noria Mosehle
- Date: 2012-11-22
- Subjects: Nursing students in-service-training , Training of nurses , Nursing study and teaching
- Type: Thesis
- Identifier: uj:7408 , http://hdl.handle.net/10210/8236
- Description: M.Cur. (Professional Nursing Education) , The use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.
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- Authors: Mogale, Noria Mosehle
- Date: 2012-11-22
- Subjects: Nursing students in-service-training , Training of nurses , Nursing study and teaching
- Type: Thesis
- Identifier: uj:7408 , http://hdl.handle.net/10210/8236
- Description: M.Cur. (Professional Nursing Education) , The use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.
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Strategies for the assessment of critical thinking in a four year nursing programme
- Authors: Mogale, Noria Mosehle
- Date: 2014-04-01
- Subjects: Nursing students - Study and teaching - Research - South Africa , Nursing - Study and teaching - Research - South Africa , Critical thinking - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:4579 , http://hdl.handle.net/10210/9926
- Description: D.Cur. (Professional Nursing Science ) , The nursing practice needs critical thinkers because of diverse and rapidly changing developments and desired outcomes in health care. These developments are based on health and informational changes, organisational and cultural change sin nursing education, changes in the scope o fpractice, and increasing patient acuity and the movement of patient care from acute care facility to community selling have increased demands for nurses to think critically, evaluate and quickly choose patient strategy. a need for effective clinical decision making and a need for clinical judgement (Sedlack, 1997:11). Old standards of simply being able to score well on standardized test of basic skills, though still appropriate. cannot be the sole means by which we judge the academic success or failure students. The implication of SAQA Act (/995) and the Education White Paper(1997) on transformation of higher education bring with them challenges for reaching and assessment of tertiary education graduates. The white paper stressed the importance of the development of the ability to think independently and with innovation. The South African Nursing Council (SANe, 1984:3) states explicitly in the philosophy about nursing education, that the development of critical analytically thinking is imperative. Therefore it is imperative for nurse educators to use specific assessment strategies that will assess if students have acquired critical thinking skills. The purpose of this study is to explore and describe strategies to assess critical thinking in a four year program leading to registration as a nurse (General, Psychiatry and Community) and Midwifery in South Africa)
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- Authors: Mogale, Noria Mosehle
- Date: 2014-04-01
- Subjects: Nursing students - Study and teaching - Research - South Africa , Nursing - Study and teaching - Research - South Africa , Critical thinking - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:4579 , http://hdl.handle.net/10210/9926
- Description: D.Cur. (Professional Nursing Science ) , The nursing practice needs critical thinkers because of diverse and rapidly changing developments and desired outcomes in health care. These developments are based on health and informational changes, organisational and cultural change sin nursing education, changes in the scope o fpractice, and increasing patient acuity and the movement of patient care from acute care facility to community selling have increased demands for nurses to think critically, evaluate and quickly choose patient strategy. a need for effective clinical decision making and a need for clinical judgement (Sedlack, 1997:11). Old standards of simply being able to score well on standardized test of basic skills, though still appropriate. cannot be the sole means by which we judge the academic success or failure students. The implication of SAQA Act (/995) and the Education White Paper(1997) on transformation of higher education bring with them challenges for reaching and assessment of tertiary education graduates. The white paper stressed the importance of the development of the ability to think independently and with innovation. The South African Nursing Council (SANe, 1984:3) states explicitly in the philosophy about nursing education, that the development of critical analytically thinking is imperative. Therefore it is imperative for nurse educators to use specific assessment strategies that will assess if students have acquired critical thinking skills. The purpose of this study is to explore and describe strategies to assess critical thinking in a four year program leading to registration as a nurse (General, Psychiatry and Community) and Midwifery in South Africa)
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