Challenged to enhance critical thinking concepts in a sophomore nursing process course, faculty expanded the lecture format to include group explorations of patient case studies. The group format facilitated a higher level of analysis of patient cases and more sophisticated applications of nursing process. This teaching strategy was a positive learning experience for students and faculty.
Kathleen M. Neill, DNSc, RN, Assistant Professor,
Maryanne F. Lachat, PhD, RNC, Clinical Assistant Professor,
Sharon Taylor-Panek, MSN, RN, Instructor, Georgetown University School of Nursing, Washington, District of Columbia.