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Inquiry-based learning as a teaching strategy for critical thinking

J Inouye1, L Flannelly

  • 1Graduate Community Mental Health Nursing Program, University of Hawaii, USA.

Clinical Nurse Specialist CNS
|August 26, 1998
PubMed
Summary
This summary is machine-generated.

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Nursing education is evolving, shifting focus to outcomes and critical thinking skills. Inquiry-based learning (IBL) is presented as a method to develop these essential skills in graduate mental health nursing programs.

Area of Science:

  • Nursing Education
  • Curriculum Development
  • Mental Health Nursing

Background:

  • Healthcare system changes necessitate nursing curriculum revisions.
  • The National League for Nursing recommends socially relevant curricula reflecting community diversity.
  • Educational goals are shifting from content mastery to measurable outcomes.

Purpose of the Study:

  • To present a model of inquiry-based learning (IBL) in graduate mental health education.
  • To investigate critical thinking skills as an outcome of IBL.
  • To align nursing education with advanced practice nurse requirements.

Main Methods:

  • Implementation of an inquiry-based learning model in graduate mental health courses.
  • Assessment of critical thinking skill development among participating students.

Related Experiment Videos

Main Results:

  • The article details a model for implementing IBL in graduate mental health programs.
  • An investigation into critical thinking skills as a potential outcome of IBL is presented.

Conclusions:

  • Inquiry-based learning provides a framework for developing essential skills in graduate nursing students.
  • IBL can foster critical thinking, preparing nurses for a reformed healthcare system.