A study of critical thinking, teacher–student interaction, and discipline-specific writing in an online educational setting for registered nurses

LM Carter, E Rukholm - The Journal of Continuing Education in …, 2008 - journals.healio.com
LM Carter, E Rukholm
The Journal of Continuing Education in Nursing, 2008journals.healio.com
Based on work conducted by Laurentian University's School of Nursing and Centre for
Continuing Education in Sudbury, Ontario, Canada, working in conjunction with community
partners, this article looks at the findings of an analysis of nurses' writing activity in a
university-level web-based module for evidence of critical thinking using Johns' Model of
Structured Reflection (1995). Also considered are student–teacher interactions and
discipline-specific writing. The findings suggest that high levels of critical thinking by nurse …
Based on work conducted by Laurentian University’s School of Nursing and Centre for Continuing Education in Sudbury, Ontario, Canada, working in conjunction with community partners, this article looks at the findings of an analysis of nurses’ writing activity in a university-level web-based module for evidence of critical thinking using Johns’ Model of Structured Reflection (1995). Also considered are student–teacher interactions and discipline-specific writing. The findings suggest that high levels of critical thinking by nurse learners and growth in thinking and writing competence over time can occur in an online setting. Further highlighted are the role of the instructor, assignment design, and support in fostering such development.
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