Perceived barriers to teaching for critical thinking by BSN nursing faculty

Area of Science:

• Nursing Education
• Higher Education Pedagogy
• Healthcare Professional Development

Background:

• Critical thinking is essential for competent nursing practice and is a required skill for nursing graduates.
• Existing literature indicates challenges in teaching critical thinking and a deficiency in new nursing graduates.
• This study addresses the gap in understanding the specific barriers faced by nursing faculty in implementing critical thinking strategies.

Purpose of the Study:

• To identify barriers encountered by nursing faculty in generic baccalaureate programs in Tennessee when implementing critical thinking teaching strategies.
• To provide insights into the obstacles that impede the development of critical thinking skills among nursing students.
• To inform recommendations for supporting faculty in fostering critical thinking within nursing curricula.

Main Methods:

• A survey research design was employed.
• Surveys were distributed to 262 nursing faculty members teaching in generic baccalaureate programs in Tennessee.
• A total of 175 usable surveys were returned and analyzed.

Main Results:

• The primary barrier identified was students' attitudes and expectations regarding critical thinking instruction.
• Time constraints and the perceived necessity of covering extensive content were also significant obstacles.
• These factors collectively impede the effective implementation of critical thinking teaching strategies.

Conclusions:

• Barriers such as student attitudes, time limitations, and content coverage pressures hinder nursing faculty's ability to teach critical thinking effectively.
• Addressing these barriers is crucial for enhancing critical thinking skills in nursing graduates.
• Recommendations are proposed to support faculty in overcoming these challenges and promoting critical thinking development.