Learning Objective #1: Identify two teaching methodologies used most frequently by nurse educators to enhance critical thinking in nursing students

Learning Objective #2: Describe differences between teaching methodologies used to enhance critical thinking and NCLEX pass rates in nursing programs

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The purpose of this study was to identify teaching methodologies utilized by nurse educators to enhance critical thinking in nursing students. Several areas were explored concerning methodology use, frequency of use, preference, and National Council Licensure Examination for Registered Nurses (NCLEX-RN) percentage pass rates. Significant differences between demographic data (years of nursing experience, years of teaching experience, faculty appointment, etc.) and methodologies used (case studies, mind mapping, reflection, etc.)were explored. In addition, significant differences between nursing program NCLEX-RN percentage pass rates and teaching methodologies used were explored. Study participants included nurse educators in associate and baccalaureate degree nursing programs in Arkansas, Louisiana, and Mississippi. A survey instrument was designed based on the review of literature. Surveys were sent to 947 nurse educators. Six hundred and thirty-nine surveys were returned over a five and one half week period for a 67.48 % return rate. Descriptive statistics were used to illustrate demographic data, teaching methodologies used, and frequency of use. One-way ANOVAs were performed to identify significant differences between nursing program NCLEX-RN pass rate percentages and methodologies used. Chi square analyses were conducted to identify significant differences between demographic data and methodologies used. Results indicated that more participants used case studies and group discussions/activities. These two methodologies were also used most frequently and selected as most preferred. There were no significant differences identified between nursing program NCLEX-RN pass rates and methodologies used. In addition, there were few significant differences between demographic data and methodology use. This study suggests that variables, in addition to those in the study, may have an influence on methodologies used, preferred and NCLEX-RN percentage pass rates. Investigation and identification of these variables deserve consideration, especially when evaluating the use of methodologies that have a direct or indirect influence on students' critical thinking abilities.