Abstract：
:Teachers and educational researchers in nursing have persisted in their attempts to teach students critical thinking and to evaluate the effectiveness of these efforts. Yet, despite the plethora of studies investigating critical thinking, there is a paucity of research providing evidence that teachers' efforts improve students' thinking. The purpose of this interpretive phenomenological study is to explicate how students' thinking can be extended when teachers use Narrative Pedagogy. Specifically, the theme Cultivating Interpretive Thinking refers to how teachers' use of Narrative Pedagogy moves beyond the critical thinking movement's emphasis on analytical thinking (i.e., problem solving). Cultivating Interpretive Thinking offers an innovative approach for teaching and learning thinking that attends to students' embodied, reflective, and pluralistic thinking experiences. Teachers who cultivate interpretive thinking add complexity to students' thinking to better prepare them for challenging, complex, and unpredictable clinical environments.
journal_name
Nurs Outlookjournal_title
Nursing outlookauthors
Scheckel MM,Ironside PMdoi
10.1016/j.outlook.2006.02.002subject
Has Abstractpub_date
2006-05-01 00:00:00pages
159-65issue
3eissn
0029-6554issn
1528-3968pii
S0029-6554(06)00060-1journal_volume
54pub_type
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