Abstract
This article explores the effectiveness of writing to help nurse-learners develop critical thinking in an asynchronous, online learning environment. The formal written assignments of students in an online nursing health assessment program were analyzed for evidence of critical thinking according to Johns’ Model of Structured Reflection (Johns, 1995) based on Carper’s Ways of Knowing in Nursing (Carper, 1978), as well as for growth in discipline-specific writing. Informal contributions by participants and the instructor were studied for evidence of interaction. Results indicated that the online learning environment provided an effective forum that facilitated critical thinking and reflection through writing.
Highlights
More than ever before, nurses are seeking continuing education opportunities
Nurses are seeking continuing education opportunities. The reasons for this are many, but one extremely important reason is the rapid changes occurring in the health care field
This article looks at an online nursing education project that responded to a group of nurses who required further study in the nursing health assessment field
Summary
The reasons for this are many, but one extremely important reason is the rapid changes occurring in the health care field. In Canada, the magnitude of this situation is apparent in the number of nurses who are pursuing baccalaureate degrees (Canadian Nurses Association, 2003), specialty courses, programs, and certificates in nursing. Their specific learning goals include enhancement of critical thinking skills, acquisition of knowledge in specialty areas, preparation for additional certification exams, review of theories and skills in specific areas, and acquisition of knowledge about the future of health care (Brooks, Fletcher, & Wahlstedt, 1998). The article examines the project’s online learning setting as a venue for enabling critical thinking
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