THE TEACHING-LEARNING APPROACH AND CRITICAL THINKING DEVELOPMENT: A QUALITATIVE EXPLORATION OF TAIWANESE NURSING STUDENTS

Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching learning strategy, enhancing CT, and transiting into a different learning style. The teaching learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching learning with a far-reaching significance. J Prof Nurs 31:149-157, 2015. (C) 2015 Elsevier Inc. All rights reserved.