Related Experiment Videos
Developing analytic thinking skills in early undergraduate education
1School of Nursing, University of Wisconsin-Madison 53792.
The Journal of Nursing Education
|March 1, 1993
Summary
This study restructured a prenursing course using writing-to-learn strategies to enhance student analytic skills and faculty understanding of student learning processes. The revisions focused on cognitive development theories over five semesters.
Area of Science:
- Nursing Education
- Cognitive Development
- Pedagogy
Background:
- Prenursing courses require development of analytic skills.
- Faculty need insight into student processing of course content.
- Existing course structure limited opportunities for skill development.
Purpose of the Study:
- To restructure a prenursing health issues course.
- To increase student analytic skill development.
- To enhance faculty insight into student learning.
Main Methods:
- Implemented writing-to-learn (WTL) strategies.
- Utilized adult cognitive development theories.
- Continuously revised readings, assignments, and exams over five semesters.
Main Results:
- Increased opportunities for students to develop analytic skills.
- Gained greater faculty insight into student processing of content.
- Course content and assessments were iteratively improved.
Conclusions:
- Restructuring courses with WTL strategies can enhance student analytic abilities.
- The process provided valuable insights into student learning.
- Continuous revision based on cognitive development theories is effective.