The Perceptions of How Critical Thinking is Embedded in Taiwanese Nursing Students' Study: A Second Year Study

Lin, Li-Chiu

Monday, 31 October 2011: 10:40 AM

Li-Chiu Lin, MSN, RN
Department of Nursing, Kang-Ning Junior College of Medical Care and Management, Taipei, Taiwan
Yung-Yu Su, PhD
Graduate Institute of Health Care, Meiho Institute of Technology, Pingtung, Taiwan
Min-Zhu Ching, PhD
Early Childhood care and education, Kang-Ning Junior College of Medical Care and Management, Taipei, Taiwan
Jun-Ping Tung, MSN
Nursing department, Kang-Ning Junior College of Medical Care and Management, Taipei, Taiwan

Learning Objective 1: to recognize the ideas, knowledge and influences of teachers who advocate their teaching and learning in nursing education by using critical thinking;

Learning Objective 2: to understand students' learning processes and relevant issues in order to concern about the role of nursing students’ learning by using critical thinking.

This is a second year study of a three-year research for exploring how critical thinking is embedded in the five-year nursing education program in Taipei, Taiwan. However, the differences between these two years’ investigation was that it had been reviewed the following things based on the results of the first year’s experiments within the five-year nursing education program: (1) recognizing the importance of critical thinking in nursing education; (2) how to apply such method into the subject of professional nursing ethics within research targets; (3) understanding the influences and barriers in real nursing education program.

The aim of this study was not only to continue the processes of the first’s year study, but also to refine the instrument for providing an appropriate teaching intervention into students’ learning. Action research was applied and combined with different teaching techniques in the second year’s study. The application of an opened- mind investigation were used to argue two important issues within teachers and students: (1) to recognize the ideas, knowledge and influences of teachers who advocate their teaching and learning in nursing education by using critical thinking; (2) to understand the whole learning processes and its relevant issues within students’ learning in order to concern about the role of nursing students’ learning by using critical thinking.

Same as the first year’s result, students were appreciated different thinking processes and learning styles. However, the levels of intervention were affected by the motivation of students’ learning attitudes and such outcomes were also affected by students’ critical thinking and their training style of using such method. Results of this study will not only provide several useful recommendations for teachers to implement such method in real teaching environment, but also indicate appropriate suggestions that were being argued about two important issues within teachers and students in this study.

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