| The purpose of this study was to identify teaching methodologies utilized by nurse educators to enhance critical thinking in nursing students. Several areas were explored concerning teaching methodology use, frequency of use, preference, and National Council Licensure Examination for Registered Nurses (NCLEX-RN) percentage pass rates. Significant differences between demographic data (years of nursing experience, years of teaching experience, faculty appointment, etc.) were explored. In addition, significant differences between nursing program NCLEX-RN percentage pass rates and teaching methodologies were explored.;Study participants included nurse educators in associate and baccalaureate degree nursing programs in Arkansas, Louisiana, and Mississippi. A survey instrument was designed based on the review of the literature. Surveys were sent to 947 nurse educators. Six hundred and thirty-nine surveys were returned over a five and one-half week period for a 67.48% return rate.;Descriptive statistics were used to illustrate demographic data, teaching methodologies used, and frequency of use. One-way ANOVAs were performed to identify significant differences between nursing program NCLEX-RN pass rate percentages and teaching methodologies used. Chi square analyses were conducted to identify significant differences between demographic data and teaching methodologies used.;Results indicated that more participants used case studies and group discussion/activities. These two teaching methodologies were also used most frequently and selected as most preferred by a greater percentage. There were no significant differences identified between nursing program NCLEX-RN pass rate percentages and teaching methodologies used. In addition, there were few significant differences between demographic data and teaching methodology use.;This study suggest that variables, in addition to those in the study, may have an influence on teaching methodologies preferred and most often used, and NCLEX-RN percentage pass rates. Investigation and identification of these variables deserve consideration, especially when evaluating the use of teaching methodologies that have a direct or indirect influence on students' critical thinking abilities. |
