Maurício et al., 2022 [ ] | n = 51 | 1 day | Self-Instructional Guide | To evaluate the effect of the Self-Instructional Guide for Clinical Reasoning on the diagnostic accuracy of undergraduate nursing students. | 36 |
Calik and Kapucu 2022 [ ] | n = 60 | 1 week | Simulation game | Evaluated the efficacy of serious games using pre- and post-tests. | 36 |
Zhang et al., 2017 [ ] | n = 157 | 12 months | Reflective training program | To evaluate the effects of reflective training for nursing students on their critical thinking disposition. | 35 |
Chang et al., 2021 [ ] | n = 110 | 40 min | Mobile application | To test the hypothesis that nursing students who used a mobile learning app would have significantly higher levels of knowledge about nasotracheal suctioning and medication administration and a better development of skill performance in medication administration. | 35 |
(Virtual simulation) |
Blanié et al., 2020 [ ] | n= 146 | 2 h | Gaming and traditional methods | To compare a traditional teaching method with gaming to improve the clinical reasoning skills necessary to help nursing students detect patient deterioration. | 35 |
Bilik et al., 2020 [ ] | n = 419 | 1 week | Web-based concept mapping education | To investigate the impact of web-based concept mapping education on nursing students’ critical-thinking and concept-mapping skills. | 34 |
Zarshenas et al., 2019 [ ] | n = 90 | 2 h for 6 days | Problem-solving | To investigate how training problem-solving skills affected the rate of self-handicapping among nursing students. | 33 |
Svellingen et al., 2021 [ ] | n = 146 | 4 days in 3 years | Clinical simulation | To evaluate the impact of multiple simulations on students’ self-reported clinical decision-making skills and self-confidence. | 33 |
Kim and Suh 2018 [ ] | n = 72 | 1 week | Mobile application | To determine if a mobile application improved students’ skills and knowledge. | 33 |
(virtual simulation) |
Park et al., 2021 [ ] | n = 105 | 2 h for 5 days | Education program | To develop a feasibility programme for providing foundational knowledge and skills about patient-centred care to fourth-year undergraduate nursing students using the design-thinking approach. | 32 |
Pai et al., 2022 [ ] | n = 101 | 8 h for 14 weeks | Person-centred education program | To investigate the impact of an ethical decision-making framework on ethical decision-making and communication self-efficacy in nursing students. | 32 |
Silva et al., 2020 [ ] | n = 78 | 3.5 h for one day | Clinical simulation | To analyse the effect of clinical simulation on the development of clinical reasoning and on nursing students’ acquisition of knowledge of wound evaluation and treatment. | 31 |
Boostel et al., 2018 [ ] | n = 52 | 30 min | Clinical simulation | To compare and evaluate the perception of stressors by nursing students before and after a high-fidelity conventional laboratory practise class or clinical simulation. | 30 |
Hong and Yu, 2017 [ ] | n = 122 | 300 h | Cased-based learning | To compare and explore the effectiveness of two styles of case-based learning methods, unfolding nursing cases and unusual nursing cases, implemented in lectures for developing nursing students’ critical-thinking abilities. | 30 |
Kim et al., 2016 [ ] | n = 63 | 2 h weekly for 3 weeks | Team-based learning | To examine the effects of TBL on learning outcomes and the problem-solving ability (knowledge and clinical performance) of Korean nursing students. | 30 |
This research received external funding from the European programme Eramus +2021-1-BE02-KA220-HED-000023194.
Conceptualisation, A.P.-P. and A.Z.; methodology, A.P.-P. and A.Z.; formal analysis, A.P.-P.; writing—original draft preparation, A.P.-P.; writing—review and editing, A.Z.; visualisation, A.Z.; supervision, A.Z. All authors have read and agreed to the published version of the manuscript.
Not applicable.
Data availability statement, conflicts of interest.
The authors declare no conflict of interest.
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COMMENTS
In critical thinking, the nurses still distinguish claims based on facts, conclusions, judgments and opinions. The assessment of the reliability of infor-mation is an important stage of critical thinking, where the nurse needs to confirm the accuracy of this information by checking other evidence and in-formants (10).
s, and problem-solving, which requires analysis. Decision-makingfree flow of ideas is essential to problem-solving and decision-making becaus. it helps prevent preconceived ideas from controlling the process. Many decisions in healthcare are arrived at by group or teams rather than by the in. vidual, and this type of decision-making requ.
This chapter helps you begin the journey to improving thinking in two steps: (1) First you learn why health care organizations and nursing schools stress the need for critical thinking. (2) Secondly, you examine exactly what critical thinking is and how it relates to clinical reasoning and clinical judgment.
Critical thinking is a skill for all nursing pro fessionals to continuously develop over their careers. This is the first open source textbook written excl usively on the topic of critical ...
gramme of nursing studies and later when demonstrating your readiness to revalidate as a registered nurse (NMC, 2019). The Code (NMC, 2018a) requires nurses to attend safely, sensitively, effectively, imaginatively and efficiently to patient care, and this is underpinned by both critical thinking and reflection. Together, critical thinking and
Critical Thinking in Nursing Linda L. Kerby, MA, RN, C-R, Mastery Education Consultations Kerby has published a critical thinking study guide for a medical surgical textbook.A s the complexity of health care and the accountability of nurses increase, the need for critical thinking becomes more important in the classroom,
Critical thinking is applied by nurses in the process of solving problems of patients and decision-making process with creativity to enhance the effect. It is an essential process for a safe, efficient and skillful nursing intervention. Critical thinking according to Scriven and Paul is the mental active process and subtle perception, analysis ...
CT skills enable nurses to manage uncertainties in nursing practice, contributing to safe, effective care across diverse clinical settings [7] [8] [9]. Several definitions and terms for CT are ...
Fostering Critical Thinking in Nurses. If you have any questions about the program you have just watched, you may call us at: (800) 424-4888 or fax (806) 743-2233. Direct your inquiries to Customer Service. Be sure to include the program number, title and speaker.
Critical thinking is an integral part of nursing, especially in terms of professionalization and independent clinical decision-making. It is necessary to think critically to provide adequate, creative, and effective nursing care when making the right decisions for practices and care in the clinical setting and solving various ethical issues ...
Abstract. Critical thinking is an essential component to competent nursing practice. Although critical thinking has been widely studied among student nurses. Nursing education consists of the ...
Critical thinking is more complex than the everyday thoughts that fill our heads. Critical thinking implies an active application of analysis to thought processes. Paul and Elder (2001) identified a number of standards related to critical thinking and questions people may pose to themselves to aid in the critical thinking process.
Critical thinking in nursing is an essential component of professional accountability and quality nursing care. Critical thinkers in nursing exhibit these habits of the mind: confidence, contextual perspective, creativity, flexibility, inquisitiveness, intellectual integrity, intuition, openmindedness, perseverance, and reflection.
Lastly, we show that critical thinking constitutes a fundamental component in the research process, and can improve research competencies in nursing. We conclude that future research and actions must go further in the search for new evidence and open new horizons, to ensure a positive effect on clinical practice, patient health, student ...
A review of the literature on critical thinking in nursing education reveals the following themes in the research: focus on the definition of critical thinking and related concepts in order to capture all aspects of nursing practice, and the use of standardized and researcher-developed
In Brief. After a brief interaction with a nursing student, this nurse educator saw the wisdom of using critical thinking when teaching critical thinking. IN NURSING SCHOOL, I learned about two types of thinking: There is the regular kind, and then there is critical thinking. Although it sounds like it means thinking about important things ...
Critical thinking: a model. Journal ofNursing Education, 36(1), 23-28. AAOHNJournal 1998;46(2), 80-81. Criticalthinking is essential in providingqual ity nursing care. Understanding the process of critical thinking increases the nurse's effi ciency in the skill of problem solving. Critical thinking is a process and not an outcome. To employ ...
Critical thinking in nursing is invaluable for safe, effective, patient-centered care. You can successfully navigate challenges in the ever-changing health care environment by continually developing and applying these skills. Images sourced from Getty Images. Critical thinking in nursing is essential to providing high-quality patient care.
Nursing Process. Systematic approach that is used by all nurses to gather data, critically examine and analyze the data, identify client responses, design outcomes, take appropriate action, then evaluate the effectiveness of action. Involves the use of critical thinking skills. Common language for nurses to "think through" clinical problems.
Results Critical care nurses perceived both their critical thinking disposition and decision-making skills to be high, with a total score of 71.5 and a mean of 48.55 for the SF-CTDI-CV, and a ...
A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013. The levels of critical thinking among clinical nurses were moderate or high.
The following inclusion criteria were examined: (a) clinical reasoning, clinical judgment, and critical thinking in nursing students as a primary study aim; (b) articles published for the last eleven years; (c) research conducted between January 2012 and September 2023; (d) articles published only in English and Spanish; and (e) Randomised ...