Creative thinking in nursing education: preparing for tomorrow's challenges

Exploring the relationships between teaching, approaches to learning and critical thinking in a problem-based learning foundation nursing course

Undergraduate nursing programmes are responsible for providing teaching and learning that develops students' knowledge, skills and attitudes in alignment with contemporary nursing standards and healthcare demands. Problem-based learning (PBL) as a pedagogy uses authentic artefacts reflecting real-world situations for students to practice problem-solving skills through collaboration with their peers. PBL was introduced in a foundation nursing course delivered in a regional university in Queensland, Australia. This paper presents the findings of a study exploring the relationships between nursing students' individual characteristics and perceptions of learning environments, teaching in PBL mode, approaches to learning, and critical thinking skill readiness. The study was guided by an ecological perspective designed to examine nursing students' ecological environments and the influences of those environments on their approaches to learning, and on critical thinking skill readiness. The results, through hierarchical linear modelling, revealed that aspects of the PBL approach to teaching influenced the approaches to learning students adopt, and thus their critical thinking skill readiness. Implications for teaching in undergraduate nursing programmes are discussed.

Thinking Creatively: From Nursing Education to Practice

Creative thinking is a critical link in the teaching-learning process, one that enhances problem solving in nursing practice. This article describes a conceptualization of creativity based on focus groups with 12 post-RN students and two nurse educators. Inherent within the major theme, striving for balance, were three subthemes-enhancing self-esteem, working within structure, and making time for reflection (i.e., process). When participants achieved balance, both personally and professionally, they experienced increased creative energy that resulted in creative expression, subsequently displayed in educational endeavors and clinical practice (i.e., product). Strategies for fostering creativity and criteria for evaluating creativity are offered, and implications for nurse educators, managers, and practitioners are examined.

A patient-centered approach to nurse orientation

An orientation pathway was developed using a patient-centered approach. The pathway provides a guide or "road map" for the preceptor and new nurse to care for high-volume patient populations in medical and surgical units. Benefits include application of the nursing process, promotion of critical thinking skills, reduction of reality shock, and improvement in job satisfaction and retention. This article describes the rationale behind the approach and its application to nurse orientation. Steps in the process are described. Staff development educators can use the steps to develop orientation pathways for other practice settings.

Trends in nursing education since 1976

Since the first issue of MCN was published, many changes have transpired in nursing education on all levels. These trends in nursing education since 1976 are addressed for diploma, associate, baccalaureate, master's, and doctoral programs. Examples of such trends focus on enrollments, graduations, and minority students. Trends to watch for in nursing education over the next quarter century are forecasted along with recommendations for nurse educators.