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Korean J Adult Nurs : Korean Journal of Adult Nursing

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Original Research

Exploring Nursing Education Modality for Facilitating Undergraduate Students' Critical Thinking: Focus Group Interview Analysis

Sung Ok Chang1, Eun Suk Kong2, Chun Gil Kim3, Hee Kyung Kim4, Mi Soon Song5, Soo Yeon Ahn3, Young Whee Lee6, Myung Ok Cho7, Kyung Sook Choi8, Nam Cho Kim
Korean Journal of Adult Nursing 2013;25(2):125-135.
Published online: April 18, 2013

1College of Nursing, Korea University, Seoul

2Department of Nursing, Margaret Pritchard University, Jeonju

3Division of Nursing, Hallym University, Chuncheon

4Department of Nursing, College of Visual Image & Health, Kongju National University, Gongju

5College of Nursing, The Seoul National University, Seoul

6Department of Nursing, Inha University, Incheon

7Department of Nursing, Dong-Eui University, Busan

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Corresponding author: Kim, Nam Cho College of Nursing, The Catholic University of Korea, 505 Banpo-dong, Seocho-gu, Seoul 137-701, Korea. Tel: +82-2-2258-7405, Fax: +82-2-2258-7772, E-mail: kncpjo@catholic.ac.kr
• Received: December 28, 2012   • Accepted: April 16, 2013

© 2013 Korean Society of Adult Nursing

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Purpose
    This study was conducted to explore nursing education modality for facilitating undergraduate students' critical thinking within the Korean nursing education context.
  • Methods
    Data were collected from four group interviews from two focus groups, which were composed of six nursing professors in each group. Data were analyzed using qualitative content analysis.
  • Results
    Five themes with 13 sub-themes involving 10 categories were delineated. The five themes were managing shared resources, a supportive system in preparing qualified faculty, reflective thinking (self-directed learning), theory courses for understanding nursing resources, and clinical practicum for exercising critical thinking.
  • Conclusion
    A nursing educational model for facilitating critical thinking within Korean context was suggested. This could be used as an accelerator in developing nursing undergraduate course programs for critical thinking in Korea.
  • Key Words: Nursing education
Figure 1.
Nursing educational model for facilitating critical thinking within Korean context.
kjan-25-125f1.jpg
Table 1.
Themes and Categories on Nursing Education for Facilitating Critical Thinking Within Korean Context
Themes Sub-themes Categories
Managing sharing resources for nursing education and evaluation Constructing guidelines for clinical practicum through consortium ․ Formulating standardized guideline for practicum
․ Sharing clinical scenarios
․ Working together: Clinical settings, universities, academy, and nursing association
Reasonable evaluation of learning outcomes reflecting nursing education guideline ․ Exam questions utilizing clinical scenarios in national examination
․ Set national exam items questioning best clinical answer
Supportive system in preparing qualified faculties Supporting clinical training of nursing faculties  
Acknowledgment of specialized tracks of nursing faculties
Reflective thinking for best answer: Self directed learning Infra structure for self directed learning ․ Mentoring
․ Pre-prepared resources for learning
․ Pre-prepared simulation learning
Strategies for self directed learning ․ Students' self reflective journal
․ Peer/self evaluations
Theory courses for connective thinking resources Utilizing clinical case scenarios connecting theories to clinical cases  
Connecting theoretical resources to clinical situations the new nurses dealing with
Strategy to close the gap between clinical settings and universities Priorities for both nurses and patients safeties  
Practice trajectories with nurses' perspectives
Formulating decision makings trees based on patients' progress
Utilizing algorithms for best nursing practice
Competency in solving coincidentally complex clinical problems through integrative -connective thinking
  • Ahn Y. H.. 2004;Critical thinking and the standards of nursing education. Journal Education Evaluation for Health Professions. 1:99-106. http://dx.doi.org/10.3352/jeehp.2004.1.1.99.
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      Exploring Nursing Education Modality for Facilitating Undergraduate Students' Critical Thinking: Focus Group Interview Analysis
      Korean J Adult Nurs. 2013;25(2):125-135.   Published online April 30, 2013
      DOI: https://doi.org/10.7475/kjan.2013.25.1.125
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      Exploring Nursing Education Modality for Facilitating Undergraduate Students' Critical Thinking: Focus Group Interview Analysis
      Korean J Adult Nurs. 2013;25(2):125-135.   Published online April 30, 2013
      DOI: https://doi.org/10.7475/kjan.2013.25.1.125
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      Exploring Nursing Education Modality for Facilitating Undergraduate Students' Critical Thinking: Focus Group Interview Analysis
      Image
      Figure 1. Nursing educational model for facilitating critical thinking within Korean context.

      Figure 1.

      Exploring Nursing Education Modality for Facilitating Undergraduate Students' Critical Thinking: Focus Group Interview Analysis

      Themes and Categories on Nursing Education for Facilitating Critical Thinking Within Korean Context

      Themes Sub-themes Categories
      Managing sharing resources for nursing education and evaluation Constructing guidelines for clinical practicum through consortium ․ Formulating standardized guideline for practicum
      ․ Sharing clinical scenarios
      ․ Working together: Clinical settings, universities, academy, and nursing association
      Reasonable evaluation of learning outcomes reflecting nursing education guideline ․ Exam questions utilizing clinical scenarios in national examination
      ․ Set national exam items questioning best clinical answer
      Supportive system in preparing qualified faculties Supporting clinical training of nursing faculties  
      Acknowledgment of specialized tracks of nursing faculties
      Reflective thinking for best answer: Self directed learning Infra structure for self directed learning ․ Mentoring
      ․ Pre-prepared resources for learning
      ․ Pre-prepared simulation learning
      Strategies for self directed learning ․ Students' self reflective journal
      ․ Peer/self evaluations
      Theory courses for connective thinking resources Utilizing clinical case scenarios connecting theories to clinical cases  
      Connecting theoretical resources to clinical situations the new nurses dealing with
      Strategy to close the gap between clinical settings and universities Priorities for both nurses and patients safeties  
      Practice trajectories with nurses' perspectives
      Formulating decision makings trees based on patients' progress
      Utilizing algorithms for best nursing practice
      Competency in solving coincidentally complex clinical problems through integrative -connective thinking
      Table 1. Themes and Categories on Nursing Education for Facilitating Critical Thinking Within Korean Context

      Table 1.

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