Perceptions of Writing Confidence, Critical Thinking, and Writing Competence among Registered Nurse-Learners Studying Online
DOI:
https://doi.org/10.21225/D5R592Abstract
Historically, nursing education has recognized that writing enhances critical thinking, the basis of the clinical reasoning process. The online learning recently adopted by Nursing involves considerable writing, which may enhance critical thinking more than face-to-face courses. In the study reported here, the critical thinking and writing experiences of 34 registered nurses in an online course at an Ontario university were considered from several perspectives: perception of writing competence; demonstration of levels and kinds of critical thinking; and demonstration of writing competence. Although the participants’ perceptions of their writing competence increased significantly, these results were not reflected in their levels of writing competence when compared to that of younger nurse-learners and students in an Arts course at the university. The study did not demonstrate that online writing results in different levels of critical thinking; it did, however, suggest a connection between and among online writing, different kinds of critical thinking, and assignment design.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).