Implementation and Testing of the OPT Model as a Teaching Strategy in an Undergraduate Nursing Course

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Robin Bartlett, Associate Professor (Creator)
Annie R Bland (Creator)
Donald D. Kautz, Associate Professor (Creator)
Eileen R. Rossen, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: To prepare nurses to use rapidly advancing technology, deal with complex change, and employ highlevel thinking and sound reasoning skills in today’s complex health care culture (Simpson & Courtney, 2002), critical thinking skills are needed. In fact, critical thinking is considered so important in psychiatric nursing that critical thinking skills are incorporated into each chapter of the major textbooks (Antai-Otong, 2008; Kneisl & Trigoboff, 2008). • Critical thinking has been defined as the process of purposeful thinking and reflective clinical reasoning through which nurses examine ideas, assumptions, principles, conclusions, beliefs, and actions in the context of practice (Brunt, 2005). Pesut and Herman define clinical reasoning as “reflective, concurrent, creative, and critical thinking processes embedded in practice used to frame, juxtapose, and test the match between a patient’s present state and desired outcome state” (1999, p. 237). The study described in this article was designed to evaluate the effectiveness of Pesut and Herman’s Outcome-Present State-Test (OPT) Model as a teaching strategy for undergraduate psychiatric nursing students.

Additional Information

Nursing Education Perspectives
Language: English
Date: 2009
Nursing, Nurse Education, OPT Model

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