Abstract
This qualitative study explores the critical thinking experiences of African nursing students enrolled in several universities in the U.S. Using a semi-structured interview approach, twelve African students discussed their experiences using and learning a western critical thinking approach, as well as described their educational experiences in Africa. Three major frameworks guided the study including van Manen's interpretive hermeneutical approach to qualitative research, the conceptual models of critical thinking described by Scheffer and Rubenfeld's (2000) nursing consensus statement and Barnett's (1997) description of criticality, and the African concept of Ubuntu.
Sigma Membership
Epsilon Zeta, Pi Mu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Nursing Education in the United States, African Nursing Students, Educational Styles
Advisor
Margaret Mahon
Degree
PhD
Degree Grantor
George Mason University
Degree Year
2012
Recommended Citation
Tyson, Donald L., "The experience of African students studying nursing in the United States in relation to their use of critical thinking" (2020). Dissertations. 1680.
https://www.sigmarepository.org/dissertations/1680
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2020-05-06
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3506239; ProQuest document ID: 1015163580. The author still retains copyright.