Logic models used to enhance critical thinking

Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new method...

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Bibliographic Details
Published in:The Journal of nursing education 2006-06, Vol.45 (6), p.220-227
Main Authors: Ellermann, Caroline R, Kataoka-Yahiro, Merle R, Wong, Lorrie C
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Clinical Competence
Cognition & reasoning
Concept Formation
Concept mapping
Critical thinking
Curriculum
Data Collection
Education
Education, Nursing, Baccalaureate - organization & administration
Hawaii
Health care industry
Health Knowledge, Attitudes, Practice
Humans
Logic
Methods
Models, Educational
Models, Nursing
Models, Psychological
Nurses
Nursing
Nursing Assessment
Nursing care
Nursing Diagnosis
Nursing education
Nursing Education Research
Nursing Methodology Research
Nursing Process - organization & administration
Nursing Research
Nursing Students
Problem Solving
Program Evaluation
Psychology, Educational
Students
Students, Nursing - psychology
Teaching
Teaching Methods
Thinking
Thinking Skills
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Summary:Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new methods. Faculty at the University of Hawaii at Manoa, School of Nursing and Dental Hygiene have taken an innovative approach of using logic models to further enhance critical thinking. This article presents an application of varying experiences and methods of using logic models to support the development of critical thinking and reasoning skills in nursing students. The processes in which logic models are used in the curriculum are described. The models are used to connect concepts from concrete to abstract levels in diverse and often nonlinear diagrams, guided discourse, and written assignments. The specific instructional methods used include concept mapping, concept papers, conceptual linking, and substruction.
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20060601-06