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Promoting critical thinking and academic writing skills in nurse education
2012 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 32, no 5, p. 611-613Article in journal (Refereed) Published
Abstract [en]

Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account.

Place, publisher, year, edition, pages
2012. Vol. 32, no 5, p. 611-613
Keywords [en]
Academic literacies; Academic writing; Critical thinking; Nursing education
National Category
Nursing
Research subject
Nursing Science
Identifiers
URN: urn:nbn:se:kau:diva-76427DOI: 10.1016/j.nedt.2011.06.009ISI: 000306447800026PubMedID: 21807442OAI: oai:DiVA.org:kau-76427DiVA, id: diva2:1388327
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24Bibliographically approved

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Borglin, Gunilla

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