Critical Thinking Strategies Case Study

Critical Thinking Strategies Case Study

Critical Thinking Strategies Case Study Angela Broughton, Claudette Johnson, Deborah Knutson, Eileen Padilla & Danica Stout Grand Canyon University NUR: 649E Nursing Education Seminar II Professor Jacquie Lisicki May 22, 2013

Learner Objectives Upon completion of the program, participants will be able to: Describe the pathophysiology of CHF and how the diagnosis of CHF is determined.

Learner Objectives Explain the difference between systolic and diastolic heart failure and the importance of assessing left ventricular function in suspected CHF patients Learner Objectives Describe

the role of appropriate medications for CHF patients Identify the components of appropriate discharge planning for CHF patients. Evaluation Methods for Objectives Observation Participation

Evaluation Methods for Objectives Pre/Post Test Diagram fill-in Evaluation Methods for Objectives Interactive

Case Scenarios Simulation Lab Evaluation Advantages & Disadvantages Observation Participation

Evaluation Advantages & Disadvantages Pre & Post Test Diagram Evaluation Advantages & Disadvantages Interactive Case Scenarios Simulation Lab

Acceptable Outcomes Pre & Post Designed Testing- Cognitive Domain Does not pre-determine how a student can learn, however can determine knowledge base Analyzes conclusions drawn from the information in lecture form. Assesses knowledge learned in the class (in post testing).

Acceptable Outcomes Observation & Simulation- Psychomotor Domain Teach, learn and practice Safe environment Encourages close interaction in learning Ultimate level is at skill performanceautomatic without practice needed. Acceptable Outcomes Participation/Discussion- Audio Domain Active learning should be encouraged Discuss CHF in a report of the consequences

on diet and medication non-compliance Discuss in this same report that patient contribution and taking action in diet and medications make a big difference in how they feel. Assessment Model for Evaluation Design CIPP Decision-Oriented Evaluation Framework

Context Input Process Product CIPP Evaluation Model Context

Evaluation Identify target population Needs assessment (pre/post testing, observation) Textbook knowledge applied to practice CIPP Evaluation Model Input

Evaluation Identifies & assesses: System capabilities Alternative program strategies Procedural designs for implementation Student plan of care & interventions CIPP Evaluation Model Process

Evaluation Detects defects Advantages vs. disadvantages Evaluate performance, time management, documentation Simulation-Educators can

observe & intervene CIPP Evaluation Model Product Evaluation Collect description/Analysis of Outcomes Prioritization of goals and outcomes

Interpret results Conclusion Evaluation is accomplished through observation, participation, pre/post testing, diagrams, case studies, and simulation. Effective evaluation strategies must consider the purpose, advantages and disadvantages of the evaluation tool. CIPP Evaluation Framework-measures

weaknesses/strengths, provides alternative options/information for decision makers References Anderson, O. C. (2010). A Study of Teacher-Mediated Enhancement of Students Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device. Journal of Science Teacher Education , 21, 683-701. Ari, A. (2009). The effect of quizzing on learning as a tool of assessment. Electronic Journal of Social Sciences , 8 (27), 202. Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier-Saunders. Carmichael, E., & Farrell, H. (2012). Evaluation of the effectiveness of online resources in developing student critical thinking: Review of literature and case study of a critical thinking online site [Journal]. Journal of University Teaching and Learning Practice, 9(1). Retrieved from Clifton, S. L. & Schriner, C.L. (2010). Assessing the quality of multiple choice test items. Nursing Educator, 35(1). 25-34.

Flannelly, L. T. (2001). Using feedback to reduce students judgment bias on test questions. Journal of Nursing Education, 40. 1016. Founds, S. Z. (2011). Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. Journal of Professional Nursing , 27 (1), 5-9. Garrett, B. , MacPhee, M., & Jackson, C. (2010). High-fidelity patient simulation: Considerations for effective learning. Nursing Education Perspectives, 31(5), 309-313. Hall, M., Daly, B., & Madigan, E. (2010). Use of anecdotal notes by clinical nursing faculty: a descriptive study. The Journal Of Nursing Education, 49(3), 156-159. doi:10.3928/01484834-20090915-03 Hill, C. (2006). Integrating clinical experience into the concept mapping process. Nurse Educator, 31(1). 36-39. Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. New York, NY: National League for Nursing. Oermann, M.H., Yarbrough, S. S., Saewert, K. J., Ard, N., & Charasika,M. E. (2009). Clinical evaluations and grading practices in schools of nursing: National survey findings Part II. Nursing Education Perspectives, 30(6). 352-357.

Pacsi, A. (2008). Human simulators in nursing education. Journal of the New York State Nurses' Association , 39 (2), 8-11. Polit, D. F. & Beck, C.T. (2006). Essentials of nursing research: Methods, appraisal, and utilization. Philadelphia, PA: Lippincott Williams & Wilkins. Reed, S. J. (2010). Designing a simulation for student evaluations using Scrivens key evaluation checklist. Clinical Simulation in Nursing, 6(2). 41-44. Vetter, R. E. (2009). Learning to be an effective teacher: strengthening observational skills. Missouri Journal of Health, Physical Education, Recreation, and Dance , 19, 4-14. Williams, S. M. & Beattie, H. J. (2006). Problem based learning in the clinical setting- A systemic review. Nurse Education Today, 28(2). 146-154.

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