An educational programme to facilitate critical thinking by the student nurse in Namibia

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dc.contributor.authorPretorius, Louiseen_US
dc.date.accessioned2014-02-07T14:08:10Z
dc.date.available2014-02-07T14:08:10Z
dc.date.issued2008en_US
dc.description.abstractSummary provided by authoren_US
dc.description.abstractThe focus of this study was to develop an educational programme to facilitate the development of critical thinking in student nurses in Namibiaen_US
dc.description.abstractThe 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 2en_US
dc.description.abstractPhase 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 3en_US
dc.description.abstractPhases 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 programmeen_US
dc.description.abstractThe 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 groupen_US
dc.description.abstractRecommendations based on the findings of the study were made.en_US
dc.description.degreeWindhoeken_US
dc.description.degreeNamibiaen_US
dc.description.degreeUniversity of Namibiaen_US
dc.description.degreeDoctor in Nursing Scienceen_US
dc.description.statusSuccessfully Downloaded file :http://wwwisis.unam.na/theses/pretorius2008.pdfen_US
dc.format.extentxviii, 309 pen_US
dc.identifier.isisF004-199299999999999en_US
dc.identifier.urihttp://hdl.handle.net/11070/452
dc.language.isoengen_US
dc.masterFileNumber3579en_US
dc.source.uriabstracts/pretorius2008abs.pdfen_US
dc.source.urihttp://wwwisis.unam.na/theses/pretorius2008.pdfen_US
dc.subjectNursingen_US
dc.subjectStudy and teachingen_US
dc.subjectNurses in service trainingen_US
dc.subjectNursing philosophyen_US
dc.titleAn educational programme to facilitate critical thinking by the student nurse in Namibiaen_US
dc.typeThesisen_US
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