Abstract
Current patient acuity necessitates nurses' need to think critically and problem-solve in care facilities. The nurse educators' perspectives on how storytelling impacts students' critical thinking and conceptual learning are crucial. This study explored nurse educators' experiences who employed storytelling teaching strategies in the classroom for critical thinking skills and learning complex concepts. The research question was, "What are the experiences of nurse educators as they use instructional storytelling in the classroom for complex concepts and critical thinking?" Three associated sub-questions were: "How do nurse educators describe the process of incorporating storytelling in their classrooms?" "What challenges are described by nurse educators who use instructional storytelling in the classrooms for complex concepts and critical thinking?" and "How do nurse educators describe their ability to enact storytelling while teaching complex concepts and critical thinking?; A basic qualitative design approach was selected.
Sigma Membership
Eta Sigma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Nursing Faculty, Critical Thinking, Instructional Storytelling
Advisor
Eric Parks
Second Advisor
Jennifer Holtz
Third Advisor
Carla Lane
Degree
PhD
Degree Grantor
Capella University
Degree Year
2023
Recommended Citation
McDonald, Carine A., "Qualitative study: Storytelling for complex concepts and critical thinking. Nurse educators' experience" (2024). Dissertations. 57.
https://www.sigmarepository.org/dissertations/57
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-02-14
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30688599; ProQuest document ID: 2869910409. The author still retains copyright.