HPD Research Day | February 16, 2018
5 Auditoriums A, B, UPP 113 2:15-2:45 p.m. Improving Critical Thinking in Nursing Students Camille Baldwin, Ed.D., Assistant Professor, College of Nursing, Nova Southeastern University Objective. This study was designed to examine developing critical thinking processes in beginning nursing students and discover the preferred practices educators use to promote critical thinking development. Background. Researchers and educators agree critical thinking processes affect many facets of nursing and determine development of critical thinking processes begin early in nursing curricula. These facets include decision-making processes at point of care, evidence-based practice, positive work environments, increased retention rates and work performance, and patient outcomes. Method. For this study, a qualitative, single-embedded exploratory case study design for an intensive analysis of the perceptions of preferred practices in developing critical thinking processes in nursing students was utilized. Constructivism was used as the theoretical framework. Data was collected through focus group interviews. Results. The participants concurred that their preferred practices to develop critical thinking were case studies, concept maps, and simulations. In the literature review, researchers determined debating, gaming, group activities, presentations, questioning, and reflecting as best practices to develop critical thinking processes, in addition to case studies, concept maps, and simulations. Two unexpected discussions occurred in the faculty focus group session. First, faculty were discussing standardized examination questions to evaluate critical thinking processes. The second unexpected discussion was regarding how critical thinking is defined. Conclusion. According to these results, active, student-centered learning experiences improve critical thinking. These experiences should begin when the student first enters the nursing program. Grants. None. Videoconferencing: Broadcast from Ft. Myers to regional campuses, Auditorium A, B, and UPP 113. Auditoriums A, B, UPP 113 2:45-3:15 p.m. End of Life Care: Cost Versus Care, When Do We Stop? Lori A. Lupe, DNP, Associate Professor, College of Nursing, Nova Southeastern University The practice of critical care is frequently full of ethical and spiritual conflict. As Associate Chief Nursing Officer in an academic hospital we were frequently challenged with the challenges when is care futile, and are we doing what is in the best interest of patients. Families are frequently asked to make complex decisions regarding care of their loved ones in crisis situations. Many times they do not understand the complex words, treatments, and choices and the long term impact of the decisions made in that emotional time. As healthcare providers we are caught between what we “can do” versus what we “should do” and where will the patients and families access the resources to deal with long term life-sustaining machines, complex care needs, and services. I have talked with numerous families who were forced to make complex decisions about complicated care under extreme emotional exhaustion and fear who later talked about “if I had only known it would be like this” would have made alternative decisions. The purpose of this presentation would be to discuss these situations along with relevant review of the literature to facilitate discussion and explore how to help navigate the experience of end of life care. Are we really helping? And how do we know? Videoconferencing: Broadcast from Ft. Myers to regional campuses, Auditorium A, B, and UPP 113.
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