Abstract
This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as conceptual framework for the development of education programme in phase 2.Phase 2 consisted of the development of 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 concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and Phase 4 the evaluation.The process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical approaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated into the development of an educational programme and strategies to overcome obstacles during the implementation of an educational programme.
Highlights
Nursing all over the world is faced with the challenge of teaching students from varying backgrounds and diverse cultures (Richardson, 1998) and Namibia is no exception to this phenomenon
For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking
In the light of the above arguments and with literature support relating to the essence and applicability of educational programmes in the development of critical thinking in nursing education, the researcher developed an educational programme to facilitate critical thinking in the student nurse
Summary
Nursing all over the world is faced with the challenge of teaching students from varying backgrounds and diverse cultures (Richardson, 1998) and Namibia is no exception to this phenomenon. Preparing future professionals in the health sciences require making judgments in highly complex environments (Facione et al, 1997). The preparation of these professionals includes the development of critical thinking. Critical thinking has become one of the benchmarks that are used to measure successful learning outcomes of students today. In the rapidly changing arena of health care, professional nurses must have critical thinking skills and use them to deliver optimal care. Educators are challenged to identify measures and justify thoughtful, fair-minded engagement in problem solving, decision making and professional judgments which are all indicative of critical thinking. It is emphasized that through practice and with guidance from a good facilitator, we can develop our thinking skills as far as our natural abilities allow (Pond et al, 1991; Facione et al, 1997; Fichardt & Viljoen, 2000; Facione, Facione & Giancarlo, 2000; Banning, 2005)
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