2010 Conference Archive
Online ECCO vs. Didactic Critical Care Nursing Education Program: What's the Difference in Critical Thinking Development of New Graduate Nurses?
Copyright
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Abstract
It is essential for nurses to develop critical thinking (CT) to provide patients' safe effective care. To date, very few studies have been conducted to examine how nursing programs develop nurses' CT. The purpose of this study was to explore the perceptions of BSN graduate nurses of what helped develop their CT through their critical care nursing education programs. The study used an exploratory qualitative research design. A convenient non-probability sample of 16 new graduate nurses was selected from a didactic and an online ECCO program. Data were collected by demographic surveys and semi-structured interviews, and analyzed by content analysis. The participants perceived that they developed CT although there were differences in both programs. This study has crucial implications for nursing education, practice, administration, and research. The findings could influence the development of future nursing programs and be used to advance innovative strategies for the promotion of nurses' CT.
Location
Room 2908
Publication Type and Release Option
Event
Recommended Citation
Kaddoura, Mahmoud, "Online ECCO vs. Didactic Critical Care Nursing Education Program: What's the Difference in Critical Thinking Development of New Graduate Nurses? " (2010). SoTL Commons Conference. 11.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/11
Online ECCO vs. Didactic Critical Care Nursing Education Program: What's the Difference in Critical Thinking Development of New Graduate Nurses?
Room 2908
It is essential for nurses to develop critical thinking (CT) to provide patients' safe effective care. To date, very few studies have been conducted to examine how nursing programs develop nurses' CT. The purpose of this study was to explore the perceptions of BSN graduate nurses of what helped develop their CT through their critical care nursing education programs. The study used an exploratory qualitative research design. A convenient non-probability sample of 16 new graduate nurses was selected from a didactic and an online ECCO program. Data were collected by demographic surveys and semi-structured interviews, and analyzed by content analysis. The participants perceived that they developed CT although there were differences in both programs. This study has crucial implications for nursing education, practice, administration, and research. The findings could influence the development of future nursing programs and be used to advance innovative strategies for the promotion of nurses' CT.
