From RN to BS: one program's experience with the curriculum revolution

Area of Science:

• Nursing Education
• Professional Socialization
• Critical Thinking Development

Background:

• Socialization is crucial for registered nurses (RNs) transitioning to professional roles.
• Developing critical thinking skills is integral to this professional transformation.
• Existing frameworks may not fully address the integration of critical thinking in nursing education.

Purpose of the Study:

• To present a framework for the socialization of RNs within an upper-division nursing program.
• To explore the link between critical thinking and the transformation of nursing knowledge and experience.
• To discuss the impact of this framework on teaching-learning strategies and student self-perception.

Main Methods:

• Implementation of a curriculum framework emphasizing critical thinking.
• Utilizing the Watson-Glaser Critical Thinking Appraisal for assessment.
• Establishing a portfolio system for students to document perceived changes in critical thinking.

Main Results:

• The framework facilitates the transformation from technical proficiency to critically analyzed experience.
• The Watson-Glaser Critical Thinking Appraisal provided measurable data on critical thinking skills.
• Student portfolios indicated a perceived increase in critical thinking abilities.

Conclusions:

• The presented framework effectively supports the professional socialization of nurses.
• Integrating critical thinking assessment tools and reflective practices enhances nursing education.
• This approach fosters a more analytical and experienced-based professional development for nurses.