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Permanent link (DOI): https://doi.org/10.7939/R3S37P

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Nurse Educators' Critical Thinking: A Mixed Methods Exploration Open Access

Descriptions

Other title
Subject/Keyword
mixed methods
grounded theory
nursing education
nurse educator
critical thinking
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Raymond-Seniuk, Christy L
Supervisor and department
Profetto-McGrath, Joanne (Nursing)
Examining committee member and department
Strean, Billy (Faculty of Extension)
Olson, Joanne (Nursing)
Williams, Beverly (Nursing)
Koop, Priscilla (Nursing)
Myrick, Florence (Nursing)
Brookfield, Stephen (External - Education)
Department
Faculty of Nursing
Specialization

Date accepted
2014-07-04T10:38:08Z
Graduation date
2014-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Critical thinking is an important indicator of student learning and is an essential outcome of baccalaureate nursing education. The role of nurse educators in the development of students’ critical thinking has been overlooked despite the importance of their actions to facilitate critical thinking in nursing education. How nurse educators reveal their critical thinking in practice is also unknown. The purpose of this study was to explore nurse educators’ critical thinking in clinical practice. I utilized a mixed methods triangulated design with a grounded theory approach for the qualitative phase of the research. I employed three data collection approaches including critical thinking self-assessment tools (CCTST-California Critical Thinking Skills Test and CCTDI-California Critical Thinking Disposition Inventory), participant observation, and interviews. As part of my exploration, I completed an integrative review of nursing research examining nurse educators’ critical thinking. The integrative review I completed highlighted issues such as the continued lack of a consensus definition of critical thinking and the limited presence of conceptual models to guide the use of critical thinking in nursing education. As well, the integrative review illuminated the emergence of some beginning patterns in the measurement of nurse educators’ critical thinking. The findings from my mixed methods study found that nurse educator participants had moderately strong critical thinking skills along with a positive inclination to think critically, as measured by the CCTST and CCTDI. These results are similar to other findings evident from the limited studies completed to date. My study captured one interpretation of how nurse educators revealed their critical thinking in clinical practice. Based on my interpretation, I created a conceptual model depicting how nurse educators’ show their critical thinking in the clinical setting. The important categories of this model include: a) fostering the student-educator relationship; b) role modeling critical thinking; c) mobilizing and operationalizing resources; as well as d) balancing factors that impact nurse educators’ critical thinking. My study’s findings inform what is known about nurse educators’ critical thinking and how it can be revealed in nurse educators’ teaching practice. Given my findings, I offer recommendations for future nursing education practice and research.
Language
English
DOI
doi:10.7939/R3S37P
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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