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A Narrative Inquiry Using Film to Te...

Mackenzie, Blair Nicole.

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A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States./
Author:	Mackenzie, Blair Nicole.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	363 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10640257
ISBN:	9780355450743

A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States.
Mackenzie, Blair Nicole.

A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 363 p.

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2017.

This narrative inquiry examined how students developed critical thinking skills for nursing from viewing and discussing a commercially produced film. Community of Inquiry was the theoretical model and demonstrated the development of critical thinking when the teaching presence pulled the social presence (students) into the cognitive presence with a film as its center. This qualitative methodology used narrative inquiry for thematic analysis of transcripts of audio-recordings of the classroom discussions and electronically transmitted student essays. Students were asked to evaluate the critical thinking of the characters in the film First, Do No Harm. Forty associate degree nursing students were observed in classroom discussions because the professor teaching the courses used a commercially produced film. Other data sets included: (1) professor interview, (2) team worksheets, (3) observation forms, and (4) professor and inquirer's field notes, providing triangulation. A codebook was developed as the appropriate tool for thematic analysis that resulted in the following themes and subthemes that support the findings of the inquiry: (a) prior knowledge and preparedness, (b) questioning nursing role, (c) alternative treatment, (d) essential role of communication, (e) role of dialogic communication, and (f) emotional intelligence and communication. Themes from data sources produced the following findings as to how critical thinking can be developed: (a) amplified connections, (b) questioning protocols (c) reflection on knowledge base, (d) preparedness, (e) team collaborations, (f) the visceral nature of film, and (g) multiple instructional strategies. The findings confirm a film can influence the development of critical thinking in associate degree nursing students.

ISBN: 9780355450743Subjects--Topical Terms:

543202
Adult education.

A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States.
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520 $a This narrative inquiry examined how students developed critical thinking skills for nursing from viewing and discussing a commercially produced film. Community of Inquiry was the theoretical model and demonstrated the development of critical thinking when the teaching presence pulled the social presence (students) into the cognitive presence with a film as its center. This qualitative methodology used narrative inquiry for thematic analysis of transcripts of audio-recordings of the classroom discussions and electronically transmitted student essays. Students were asked to evaluate the critical thinking of the characters in the film First, Do No Harm. Forty associate degree nursing students were observed in classroom discussions because the professor teaching the courses used a commercially produced film. Other data sets included: (1) professor interview, (2) team worksheets, (3) observation forms, and (4) professor and inquirer's field notes, providing triangulation. A codebook was developed as the appropriate tool for thematic analysis that resulted in the following themes and subthemes that support the findings of the inquiry: (a) prior knowledge and preparedness, (b) questioning nursing role, (c) alternative treatment, (d) essential role of communication, (e) role of dialogic communication, and (f) emotional intelligence and communication. Themes from data sources produced the following findings as to how critical thinking can be developed: (a) amplified connections, (b) questioning protocols (c) reflection on knowledge base, (d) preparedness, (e) team collaborations, (f) the visceral nature of film, and (g) multiple instructional strategies. The findings confirm a film can influence the development of critical thinking in associate degree nursing students.
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