کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
2670841 1141313 2015 9 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The Teaching–Learning Approach and Critical Thinking Development: A Qualitative Exploration of Taiwanese Nursing Students
ترجمه فارسی عنوان
رویکرد آموزش ـ یادگیری و توسعه تفکر انتقادی: یک مطالعه کیفی دانش آموزان پرستاری تایوان
کلمات کلیدی
استراتژی یادگیری تدریسی؛ تفکر انتقادی؛ نقشه مفهومی؛ پرسش و پاسخ؛ یادگیرنده فعال
موضوعات مرتبط
علوم پزشکی و سلامت پرستاری و مشاغل بهداشتی پرستاری
چکیده انگلیسی

Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching–learning strategy, enhancing CT, and transiting into a different learning style. The teaching–learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching–learning with a far-reaching significance.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Professional Nursing - Volume 31, Issue 2, March–April 2015, Pages 149–157
نویسندگان
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