2016 Volume 26 Issue 2 Pages 57-68
〔Purpose〕 This study aims to reveal the thinking styles in instructional design of nursing school teachers having skilled experience.
〔Method〕Participants were 14 nursing teachers in charge of Introduction to Nursing courses. Data were collected using semi-structured interviews and analyzed using the Constant Comparative Analysis method.
〔Results〕The thinking styles in instructional design of the nursing teachers were categorized as follows : 1） reflections on past classes , 2） representations of nursing beliefs and values, 3） representations of hope for nursing students’ growth, 4） grasp of the current theme in instructional design, 5） the meaning of the teaching strategy, 6） identifying source of learning content, and 7） realization of a lesson for deployment.
〔Discussion〕Nursing teachers tend to think flexibly when they create instructional designs. While reflecting on their personal nursing practice and nursing education experiences, they are to solve several issues. The seven categories in thinking style are useful in making a systematic instructional design for nursing education.
