International Journal of Applied Research
Vol. 6, Issue 9, Part C (2020)
Perceived barriers and facilitators in integrating critical thinking as a teaching method among teaching faculty
Critical thinking have been identified as an essential skill for practicing professional nurses As a concept, critical thinking has been expressed in several ways The rapidly changing nature of the health care system presents nurses with varied complex practice issues with no clear solutions. These health care problems require nursing students and nurses to have Critical Thinking skills. In this scenario a descriptive survey was carried out among selected nursing college faculty to assess the perceived barriers and facilitators in integrating critical thinking as a teaching methodology with the following objectives
1. To assess the perceived barriers and facilitators in integrating critical thinking as a teaching methodology among nursing faculty.
2. To find out the association between perceived barriers &facilitators in integrating critical thinking as a teaching methodology and selected socio demographic variables. A modified barrier scale was used to collect data from 20 faculty selected using convenience sampling. On analysis of the collected data it was found that insufficient on the job time to implement new ideas (barrier scale item no.12) was rated as a barrier to a great extent by majority (75%) of the nursing faculty. The facilitators for integrating critical thinking were assessed using an open ended question. On analysis the responses from the participants, it was found that majority(45%) of the faculty expressed need for proper training in integrating critical thinking &changes in educational system including curriculum & examination system as important perceived facilitators Teaching effective critical thinking and clinical judgment skills to students remains a priority.
How to cite this article:
Lakshmi G. Perceived barriers and facilitators in integrating critical thinking as a teaching method among teaching faculty. Int J Appl Res 2020;6(9):153-155.