An educational programme to facilitate critical thinking by the student nurse in Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Pretorius, Louise en_US
dc.date.accessioned 2014-02-07T14:08:10Z
dc.date.available 2014-02-07T14:08:10Z
dc.date.issued 2008 en_US
dc.identifier.uri http://hdl.handle.net/11070/452
dc.description.abstract Summary provided by author en_US
dc.description.abstract The focus of this study was to develop an educational programme to facilitate the development of critical thinking in student nurses in Namibia en_US
dc.description.abstract The study was conducted in four phases, beginning with a needs assessment in phase 1 through which the researcher determined the needs of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as the conceptual framework for the development of an educational programme in phase 2 en_US
dc.description.abstract Phase 2 consisted of the development of an educational framework to facilitate critical thinking in student nurses. Specific educational approaches and a philosophical framework were employed during the development of the programme. An expert opinion on the programme was obtained before the implementation could be conducted in phase 3 en_US
dc.description.abstract Phases 3 and 4 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and phase 4 the evaluation of the programme. A quasi-experimental design was implemented which focused on active participation by the participants in the programme. The quasi-experimental design incorporated an experimental and a control group and both groups underwent a pretest before the programme commenced. The experimental group followed the programme and the control group continued with normal classes. After the completion of the programme, both groups underwent the posttest. The participants were also expected to complete a programme assessment after the posttest to indicate to the researcher how they perceived the programme en_US
dc.description.abstract The data of the pretest and posttest of both the experimental and the control group were statistically analyzed by means of a t-test analysis which enabled the researcher to determine whether the programme had made any difference to the critical thinking of the participants compared to the critical thinking of the control group who did not follow the programme. The results indicated that there is a significant difference between the scores of the participants of the experimental group and the scores of the control group. The participants of the experimental group fared better than the control group en_US
dc.description.abstract Recommendations based on the findings of the study were made. en_US
dc.format.extent xviii, 309 p en_US
dc.language.iso eng en_US
dc.source.uri abstracts/pretorius2008abs.pdf en_US
dc.source.uri http://wwwisis.unam.na/theses/pretorius2008.pdf en_US
dc.subject Nursing en_US
dc.subject Study and teaching en_US
dc.subject Nurses in service training en_US
dc.subject Nursing philosophy en_US
dc.title An educational programme to facilitate critical thinking by the student nurse in Namibia en_US
dc.type Thesis en_US
dc.identifier.isis F004-199299999999999 en_US
dc.description.degree Windhoek en_US
dc.description.degree Namibia en_US
dc.description.degree University of Namibia en_US
dc.description.degree Doctor in Nursing Science en_US
dc.description.status Successfully Downloaded file :http://wwwisis.unam.na/theses/pretorius2008.pdf en_US
dc.masterFileNumber 3579 en_US


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