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IPRs revisited: using process recordings to develop nursing students' critical thinking skills
1School of Nursing, University of Alabama at Birmingham, 35294-1210, USA.
The Journal of Nursing Education
|February 26, 1998
Summary
This study adapted the interpersonal process recording (IPR) strategy to enhance critical thinking in nursing students. The Critical Thinking-IPR fosters a systematic approach to client care and promotes self-directed learning through analytic dialogue.
Area of Science:
- Nursing Education
- Healthcare Professional Development
Background:
- Critical thinking is essential for contemporary nursing practice.
- Developing critical thinking skills in nursing students is a key educational objective.
Purpose of the Study:
- To adapt the interpersonal process recording (IPR) strategy for developing critical thinking skills in nursing students.
- To introduce the Critical Thinking-IPR as a method for enhancing clinical reasoning.
Main Methods:
- Adaptation of the established interpersonal process recording (IPR) strategy.
- Application of the Critical Thinking-IPR in nursing education.
Main Results:
- The Critical Thinking-IPR encourages a systemic, theory-based approach to client problems.
- It enables nursing students to become self-directed learners.
- It facilitates analytic dialogue between students and teachers regarding clinical issues.
Conclusions:
- The adapted Critical Thinking-IPR strategy is effective in developing critical thinking skills in nursing students.
- This method promotes a structured and analytical approach to patient care challenges.
- It enhances the educational experience by fostering self-directed learning and critical dialogue.
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