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문미숙 ( ) - 충주대학교 간호학과
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Abstract
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Purpose: Critical thinking has become a focus as one of the ultimate aims of education in several disciplines. Critical thinking is also essential and plays an important part in developing qualified nurses. Narrative writing is one of many strategies to promote critical thinking. The purpose of this study was to discover critical thinking contents in narrative writing experiences.
Methods: The participants were asked to write narratives about their thoughts, experiences, and questions in relation to learned content from lectures in psychiatric nursing class. They wrote 10 narratives. In addition, they wrote a final narrative describing their experience of being in the study. The last narrative was interpreted by Van Kaam’s phenomenology method which was derived from the philosophical notion of hermeneutics.
Results: This study showed that narrative writing affected student’s critical thinking dispositions. Eight critical thinking dispositions emerged: self-awareness, self discipline, self improvement-orientation, curiosity and inquisitiveness, confidence, analysis and insight, open mindedness, autonomy and responsibility.
Conclusion: Writing narratives afforded opportunities for nursing students to prompt their critical thinking dispositions through an opportunity to reflect on themselves and other’s views and to transfer thoughts onto paper. Also, to the educator who gave feedback, students’ narratives were a resource to understand how students learn and to assist students in developing critical thinking. Therefore, the process of writing narratives may require more feedback which should be regular and focus on supporting and guiding student’s critical thinking.
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KeyWords
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글쓰기, 비판적 사고
Writing narrative, Critical thinking
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원문 및 링크아웃 정보
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등재저널 정보
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