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PubMed · 9708111

Inquiry-based learning as a teaching strategy for critical thinking.

J Inouye·L Flannelly
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Abstract

Changes in the healthcare system have prompted educators to rethink and revise nursing curricula. The National League for Nursing has outlined recommendations for the successful implementation of socially relevant curricula that reflect the diversity and plurality of local communities. Such revisions should better prepare graduates to function in a reformed healthcare system. Educational goals have shifted from curricula content to curricula outcomes. Beyond the mastery of content (which may quickly become outdated), the development of specific skills (critical thinking) and innovative responses to problems are now required of advanced practice nurses. Inquiry-based learning (IBL) offers an opportunity for graduate students to develop the necessary skills for effective practice. This article presents a model of IBL in graduate mental health education and an investigation of critical thinking skills as a possible outcome of the IBL method.

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Clinical CompetenceCurriculumEducation, Nursing, BaccalaureateHumansLearningModels, EducationalOrganizational ObjectivesProblem-Based LearningThinkingJournal Article

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BibTeXRIS

J Inouye, L Flannelly. 1998. Inquiry-based learning as a teaching strategy for critical thinking.. https://doi.org/10.1097/00002800-199803000-00009

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