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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
A study of critical thinking, teacher-student interaction, and discipline-specific writing in an online educational
Lorraine M Carter1, Ellen Rukholm
1School of Nursing, Laurentian University, Sudbury, Ontario, Canada.
Abstract:
Based on work conducted by Laurentian University's School of Nursing and Centre for Continuing Education in Sudbury, Ontario, Canada, working in conjunction with community partners, this article looks at the findings of an analysis of nurses' writing activity in a university-level web-based module for evidence of critical thinking using Johns' Model of Structured Reflection (1995). Also considered are student-teacher interactions and discipline-specific writing. The findings suggest that high levels of critical thinking by nurse learners and growth in thinking and writing competence over time can occur in an online setting. Further highlighted are the role of the instructor, assignment design, and support in fostering such development.
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