J Prof Nurs. 2002 May-Jun;18(3):176-81. doi: 10.1053/jpnu.2002.124485.

Preceptor questioning and student critical thinking.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

Florence Myrick, Olive Yonge

PMID: 12096367 DOI: 10.1053/jpnu.2002.124485

Abstract

Questioning is fundamental to student learning. Not only does it enable students to elevate their level of thinking, but in the process it also affords them the opportunity to deal with their world intelligently. The practice setting is an environment rich in opportunity for enabling critical thinking through the use of questioning. In the preceptorship experience, preceptors are in a prime position to use questioning behaviors that can challenge the way preceptees think, encourage them to justify or clarify their assertions, promote the generation of original ideas, explanations, or solutions to patient problems, provide mental and emotional tools to help resolve dilemmas, promote discussion, and evaluate learning. This article discusses the importance of preceptor questioning for the development and promotion of student critical thinking. Contextually, the authors draw on the findings of a recent study in which preceptor questioning of the knowledge base, decision making, and actions of the preceptee were found to directly bring about or trigger their critical thinking. This article allows for some further reflection on that process and its contribution to the enhancement of the preceptorship experience.

Copyright 2002, Elsevier Science (USA). All rights reserved.

MeSH terms

• Education, Nursing*
• Humans
• Preceptorship / methods
• Problem Solving*
• Thinking*

Publication Types

• Journal Article