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dc.contributor.authorVarga, Lynn M.en_US
dc.date.accessioned2009-06-29T14:37:05Z
dc.date.available2009-06-29T14:37:05Z
dc.date.issued2007-06-29T14:37:05Z
dc.identifier.urihttp://hdl.handle.net/10464/1673
dc.description.abstractThe influx of nurses to the critical-care environment is continuous. In many workplaces, the nurses who are new to critical care are also newly graduated nurses. These new critical-care nurses and their critical-care nursing colleagues, who may have worked in critical care for many years, need to demonstrate expert judgment in order to optimize the potential for positive patient outcomes. The purpose of this study was to explore critical-care nurses' perceptions about critical thinking and expert nursing judgment. Using grounded theory research design, I collected data from 1 1 critical-care nurses through focus groups, an interview, and postparticipation questionnaires. I have articulated a Critical-thinking Modelfor Expert Nursing Judgment. The educational model is directly relevant to practicing critical-care nurses and nursing leaders who guide critical-care nursing practice. The Critical-thinking Modelfor Expert Nursing Judgment contributes to educational theory by objectifying the substantive topic of critical thinking and expert judgment. The model has broad applicability within the domain of education and specific applicability within the domain of nursing education.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectEmergency nursing.en_US
dc.subjectCritical thinking.en_US
dc.titleExploring critical-care nurses' perceptions about critical thinking /en_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-01T01:52:09Z


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