Biomedical subjects
Publications and source records attributed to K Claytor.
The need for a strong retention program at a predominantly White, state, commuter school of nursing had been identified by the minority community. The authors describe the process of developing and implementing a comprehensive retention program on one campus which could be replicated on other campuses. The success of the program and plans to strengthen it are discussed.
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Critical thinking is now an explicit National League for Nursing outcome requirement for nursing education programs, and all nursing faculty currently are expected to teach and evaluate critical thinking. However, most of the related literature is theoretical and not on the practical level that might be directly usable by faculty. This article presents a beginning framework developed by a faculty task force at the Indiana University School of Nursing for teaching and evaluating critical thinking. The conceptual definition of critical thinking underlying the framework reflects the efforts of several hundred experts from various disciplines, is maximally inclusive, and lends itself well to operationalization in the nursing context. The task force made two assumptions for this project: first, that the principles of rational thinking are essentially the same at every educational level, although the expertise expected of students at different educational levels certainly differs; and, second, that at this time a focus on operational as opposed to theoretical definitions for the six identified components of critical thinking (interpretation, analysis, evaluation, inference, explanation, and self-regulation) would be particularly useful for faculty and student understanding.
Academic problems resulting from both internal and external factors affect the ability of students to be successful in their course study. Verbalization about problems and concerns to supportive teachers and counselors is not uncommon. However students often do not possess the knowledge and skills needed to handle these problems. This article describes support programs that have been put into place at Indiana University School of Nursing to assist students with specific problems and describes the benefits associated with these programs.