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Promoting Critical Thinking and Academic Writing Skills in Nurse Education
Blekinge Tekniska Högskola, Sektionen för hälsa.
Ansvarlig organisasjon
2012 (engelsk)Inngår i: Nurse Education Today, ISSN 0260-6917, Vol. 32, nr 5, s. 611-3Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively ‘young’ academic discipline, the ‘theory–practice’ divide, a knowledge bed lying on a complex intersection of two ‘antithetical sciences’ and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching fromtheoretical educational models, such as Lea and Street's ‘academic literacies model,’ including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.

sted, utgiver, år, opplag, sider
Elsevier , 2012. Vol. 32, nr 5, s. 611-3
Emneord [en]
Academic literacies, Academic Writing, Critical Thinking, Nursing Education
HSV kategori
Identifikatorer
URN: urn:nbn:se:bth-7179DOI: 10.1016/j.nedt.2011.06.009ISI: 000306447800026Lokal ID: oai:bth.se:forskinfo1933D617DABAB4A2C12578D6003E66BDOAI: oai:DiVA.org:bth-7179DiVA, id: diva2:834761
Tilgjengelig fra: 2012-11-27 Laget: 2011-07-23 Sist oppdatert: 2017-03-14bibliografisk kontrollert

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