Barriers Facing Clinical Nurse Educators' and Nursing Students' Opinion Related to Teaching Critical Thinking | ||||
| Tanta Scientific Nursing Journal | ||||
| Article 5, Volume 21, Issue 2, May 2021, Page 100-120 PDF (768.48 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/tsnj.2021.184885 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Nawal M. Mohammed1; Samar H. Ghadery2; Heba K. Obied3 | ||||
| 1Demonstrator of Nursing Service Administration, , Faculty of Nursing, Tanta University | ||||
| 2Professor of Nursing Service Administration, Faculty of Nursing, Tanta University | ||||
| 3Assistant Professor of Nursing Service Administration, Faculty of Nursing, Tanta University | ||||
| Abstract | ||||
| Background: Critical thinking and learning are interrelated as nursing students must think to gain knowledge to be able to add to the depth and breadth of their knowledge, to become more aware of the cognitive processes and adapt personally and professionally to change' demand in nursing fields. Aim: This studyaimedto assess barriers facing clinical nurse educators and nursing students' opinion related to teaching critical thinking. Subjects and Method: Research design: Descriptive cross sectional research design was used in the study. Setting: The study was conducted at Faculty of Nursing, Tanta University. The study subject: Consisted of 85 clinical nurse educators working in all departments and 464 nursing students from all academic years. Tools: Two tools were used to collect the data. Tool I: Barriers Facing Clinical Nurse Educators Related to Teaching Critical Thinking Questionnaire. Tool II: Nursing Students' Opinion about Barriers of Teaching Critical Thinking Questionnaire. Results: Majority of clinical nurse educators had low opinion level regarding total teaching critical thinking barriers. Also, nearly half of nursing students had low opinion level regarding total teaching critical thinking barriers. But, above two fifths of nursing students had moderate opinion level regarding total teaching critical thinking barriers. Conclusion: Majority of clinical nurse educators had low level clinical nurse educator, educational policy and educational curriculum related teaching critical thinking barriers. But more than two fifths of nursing students had moderate obstacles level regarding educational curriculum and faculty environment as teaching critical thinking barrier Recommendations: Providing a comfortable learning environment that facilitates for clinical nurse educators to implement critical thinking strategies such as large classes, proper furniture and provide needed equipment and supply classroom with enough internet and access. | ||||
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