A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States

Autor/in	Mackenzie, Blair Nicole
Titel	A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States
Quelle	(2017), (363 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-5074-3
Schlagwörter	Hochschulschrift; Dissertation; Critical Thinking; Thinking Skills; Nursing Education; Films; Teaching Methods; Inquiry; Qualitative Research; Audio Equipment; Discussion (Teaching Technique); Essays; Associate Degrees; Interviews; College Faculty; Worksheets; Teamwork; Observation; Knowledge Level; Prior Learning; Role; Communication Skills; Emotional Intelligence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kritisches Denken; Denkfähigkeit; Pflegepädagogik; Film; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Audio-CD; Essay; Aufsatzunterricht; Interviewing; Interviewtechnik; Fakultät; Beobachtung; Wissensbasis; Vorkenntnisse; Rollen; Kommunikationsstil; Emotionale Intelligenz
Abstract	This narrative inquiry examined how students developed critical thinking skills for nursing from viewing and discussing a commercially produced film. Community of Inquiry was the theoretical model and demonstrated the development of critical thinking when the teaching presence pulled the social presence (students) into the cognitive presence with a film as its center. This qualitative methodology used narrative inquiry for thematic analysis of transcripts of audio-recordings of the classroom discussions and electronically transmitted student essays. Students were asked to evaluate the critical thinking of the characters in the film "First, Do No Harm." Forty associate degree nursing students were observed in classroom discussions because the professor teaching the courses used a commercially produced film. Other data sets included: (1) professor interview, (2) team worksheets, (3) observation forms, and (4) professor and inquirer's field notes, providing triangulation. A codebook was developed as the appropriate tool for thematic analysis that resulted in the following themes and subthemes that support the findings of the inquiry: (a) prior knowledge and preparedness, (b) questioning nursing role, (c) alternative treatment, (d) essential role of communication, (e) role of dialogic communication, and (f) emotional intelligence and communication. Themes from data sources produced the following findings as to how critical thinking can be developed: (a) amplified connections, (b) questioning protocols (c) reflection on knowledge base, (d) preparedness, (e) team collaborations, (f) the visceral nature of film, and (g) multiple instructional strategies. The findings confirm a film can influence the development of critical thinking in associate degree nursing students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01