Boso Christian Makafui, van der Merwe Anita S, Gross Janet
Department of Nursing and Midwifery Faculty of Medicine & Health Sciences Stellenbosch University Cape Town South Africa.
School of Nursing and Midwifery College of Health and Allied Sciences University of Cape Coast Cape Coast Ghana.
Nurs Open. 2019 Nov 22;7(2):581-588. doi: 10.1002/nop2.426. eCollection 2020 Mar.
Critical thinking (CT) is vital for nursing practice. Nursing schools should provide learning experiences that enable nursing students to acquire CT skills. Yet, these authors are not aware of any study that has directly observed instructional activities related to CT skills acquisition in the classroom environment. The aim of this study was to explore instructional activities in the classroom environment in relation to acquisition of CT skills of students.
Qualitative non-participant observation.
Using a purposive sampling, 10 classroom teaching sessions were observed and mediating factors of CT skills acquisition of students noted. Data were analysed thematically. Data were collected from October-December 2017.
Three key themes of instructional activities relating to acquisition of CT skills of students emerged, namely educators' behaviour, students' characteristics and university-wide factors/administrative support. Class sizes ranged from 34-162 students with an average of 95.
批判性思维（CT）对护理实践至关重要。护理学校应提供学习体验，使护理专业学生能够获得批判性思维技能。然而，这些作者并未意识到有任何研究直接观察了在课堂环境中与批判性思维技能获取相关的教学活动。本研究的目的是探讨课堂环境中与学生批判性思维技能获取相关的教学活动。
定性非参与观察。
采用目的抽样法，观察了10次课堂教学，并记录了学生批判性思维技能获取的中介因素。对数据进行了主题分析。数据收集于2017年10月至12月。
出现了与学生批判性思维技能获取相关的教学活动的三个关键主题，即教育者的行为、学生的特征以及全校范围的因素/行政支持。班级规模从34名至162名学生不等，平均为95名。
