Day 1 : Poster Presentations (Theme: Teaching and Learning)
Barriers to teaching critical thinking by BSCN nursing faculty
Location
Auditorium Pond Side
Start Date
26-1-2013 3:30 PM
Abstract
Background: Critical thinking is an important and vital topic in modern education. All educators are interested in teaching critical thinking to their students in any discipline including nursing. If nursing programs are working in preparing graduates who are equipped with critical thinking, then the educators who plan and deliver the programs must exhibit higher level thinking in their teaching practices. The purpose of this study is to describe barriers that nurse educators perceive in teaching critical thinking (CT) skills to baccalaureate students in the classroom setting.
Methods: This research study wanted to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in BScN programs in Pakistan. 91 full-time teachers from 17 schools / colleges in Pakistan consented to participate in the study. The data was collected using a survey /questionnaire which assessed the barriers faced by the nurse educators.
Results: The finding from this study provides information about the barriers faculty identified regarding teaching CT in their classroom and clinical settings.
Conclusions: Thus the study concludes that barriers to teaching CT include using the traditional lecture format in the classroom, Physical environment, time constraints such as insufficient time to learn new teaching methods, lack of time to prepare and plan critical thinking activities as well as inadequate time in class, class size, pressures to conduct research, and lack of perceived benefits by students to be open to new learning techniques. Students’ characteristics were the greatest impediment to the use of teaching methods that promote CT. Further study is needed to distinctly define the barriers faculty face in teaching.
Keywords: Barriers to critical thinking, curriculum delivery, BSCN Program, faculty development, Physiological barrier
Barriers to teaching critical thinking by BSCN nursing faculty
Auditorium Pond Side
Background: Critical thinking is an important and vital topic in modern education. All educators are interested in teaching critical thinking to their students in any discipline including nursing. If nursing programs are working in preparing graduates who are equipped with critical thinking, then the educators who plan and deliver the programs must exhibit higher level thinking in their teaching practices. The purpose of this study is to describe barriers that nurse educators perceive in teaching critical thinking (CT) skills to baccalaureate students in the classroom setting.
Methods: This research study wanted to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in BScN programs in Pakistan. 91 full-time teachers from 17 schools / colleges in Pakistan consented to participate in the study. The data was collected using a survey /questionnaire which assessed the barriers faced by the nurse educators.
Results: The finding from this study provides information about the barriers faculty identified regarding teaching CT in their classroom and clinical settings.
Conclusions: Thus the study concludes that barriers to teaching CT include using the traditional lecture format in the classroom, Physical environment, time constraints such as insufficient time to learn new teaching methods, lack of time to prepare and plan critical thinking activities as well as inadequate time in class, class size, pressures to conduct research, and lack of perceived benefits by students to be open to new learning techniques. Students’ characteristics were the greatest impediment to the use of teaching methods that promote CT. Further study is needed to distinctly define the barriers faculty face in teaching.
Keywords: Barriers to critical thinking, curriculum delivery, BSCN Program, faculty development, Physiological barrier