Thesis
Shifting the Paradigm in Critical Care Education
Washington State University
Master of Nursing (MN), Washington State University
05/2000
Handle:
https://hdl.handle.net/2376/3762
Abstract
Increasing acuity of patients, less available manpower, and constraints on educational funding are leaving critical care nurses with less resources to maintain core competencies. In order to meet the changing needs of critical care nurses, leaders should integrate technology into the delivery of continuing education (CE). A competency based model of education utilizing research results as the foundation of the knowledge base stimulates critical thinking. Envisioning the changing dynamics of the workplace in the 21st century, nurse educators and managers should change the current paradigm of CE to meet these demands. Based on an identified need for a paradigm shift in CE, this paper explores the history of learning theories, competency, critical thinking, performance standards, and the value of integrating self-directed study and information technology into the delivery of CE to the practicing critical care nurse in the metropolitan and rural setting.
Metrics
Details
- Title
- Shifting the Paradigm in Critical Care Education
- Creators
- Susan E. Thornton
- Contributors
- Renee Hoeksel (Advisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Research Projects, College of Nursing
- Theses and Dissertations
- Master of Nursing (MN), Washington State University
- Publisher
- Washington State University; Spokane, Washington
- Identifiers
- 99900590536201842
- Copyright
- http://creativecommons.org/licenses/by-nc-sa/3.0/us; Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States (CC BY-NC-SA 3.0 US)
- Language
- English
- Resource Type
- Thesis