Accelerated versus traditional nursing students: a comparison of stress, critical thinking ability and performance

Youssef, Fatma A.; Goodrich, Nancy

doi:10.1016/0020-7489(95)00033-x

Cited by 46 publications

(16 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In an integrative review by Romeo (2010), the author pointed to several nurse researchers (Akerson, 2001;Frye, Alfred, & Campbell, 1999;Giddens & Gloeckner, 2005;Henriques, 2002;Morris, 1999;Stewart & Dempsey, 2005;Whitehead, 2006;Youssef & Goodrich, 1996) who incorporated nursing-specific critical thinking tools in their research and identified no statistical significance of critical thinking scores between experimental and control groups. Based upon these results, Romeo (2010) indicated the need for a nursing-specific tool to adequately assess critical thinking of nursing students, which correlates with other author recommendations (Carter et al, 2015).…”

Section: Discussion Of Findingsmentioning

confidence: 96%

The Effectiveness of Unfolding Case Studies on ADN Nursing Students' Level of Knowledge and Critical Thinking Skills

Carter

Welch

2016

Teaching and Learning in Nursing

View full text Add to dashboard Cite

Section: Discussion Of Findingsmentioning

confidence: 96%

The Effectiveness of Unfolding Case Studies on ADN Nursing Students' Level of Knowledge and Critical Thinking Skills

Carter

Welch

2016

Teaching and Learning in Nursing

View full text Add to dashboard Cite

“…This was observed in nursing students in an accelerated program who experienced consistently higher stress levels compared to nursing students in a traditional program. 14 The 3-year PharmD program at the University of Southern Nevada (USN) uses a mastery-learning model and a block system of curricular design. This educational model has been in place since the inception of the college in 2001.…”

Section: Introductionmentioning

confidence: 99%

Student Stress in a Three-Year Doctor of Pharmacy Program Using a Mastery Learning Educational Model

Frick

Coffman

et al. 2011

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To identify stress and stress-relieving mechanisms among second-year pharmacy students in a 3-year doctor of pharmacy (PharmD) program using a Mastery Learning Educational Model and to compare findings with those from a 4-year program. Methods. Second-year PharmD students in a 3-year program were asked to complete a series of questionnaires including the Perceived Stress Scale (PSS) regarding stress and stress-relieving activities.Results. The average PSS score for the 3-year PharmD cohort was significantly higher than the score of demographically similar students enrolled in a 4-year PharmD program (P 5 0.04). There were significant differences between the 2 groups' scores on 5 items on the PSS including how often they: were upset because something happened unexpectedly, felt unable to control important things, felt nervous and stressed, thought about things that had to be accomplished, and were able to control the way they spent their time. The rate of prescription drug misuse among those in the 3-year PharmD program was 11.6%. Conclusions. Students in a 3-year PharmD program with a unique educational model experienced more stress than students in a traditional 4-year PharmD program.

show abstract

“…Additionally, there is evidence to suggest that learners can enhance their critical social thinking and metacognitive skills after they receive training (Kosonen & Winne, 1995;Lehmann & Nisbett, 1990;McBride & Bonnette, 1995;Nisbett, 1993;Perkins & Grotzer, 1997;Youssef & Goodrich, 1996). Therefore, since research indicates that critical thinking and metacognitive thinking can improve through training, and they are such vital skills to learners, it seems imperative that critical thinking and metacognitive strategies be incorporated into critical social thinking training curriculum.…”

Section: Resultsmentioning

confidence: 99%

Identifying the Best Practices for Critical Social Thinking and Metacognitive Thinking Training

Lazzara¹,

Shuffler²,

Rosen³

et al. 2009

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

Critical thinking and social reasoning are fundamental skills in complex, social situations, and several domains (e.g., healthcare and military) have realized that personnel are lacking the cognitive skills necessary to optimally perform within their complicated, dynamic environment. Thus, there is a need to train critical social thinking skills in order to improve cognitive and social reasoning, enhance performance, and ultimately result in better outcomes. Therefore the purpose of this paper is to provide researchers and practitioners with a review of the literature pertinent to developing critical social thinking skills. This review is presented in the form of best practices for designing and implementing critical thinking training interventions.

show abstract

Accelerated versus traditional nursing students: a comparison of stress, critical thinking ability and performance

Cited by 46 publications

References 5 publications

The Effectiveness of Unfolding Case Studies on ADN Nursing Students' Level of Knowledge and Critical Thinking Skills

The Effectiveness of Unfolding Case Studies on ADN Nursing Students' Level of Knowledge and Critical Thinking Skills

Student Stress in a Three-Year Doctor of Pharmacy Program Using a Mastery Learning Educational Model

Identifying the Best Practices for Critical Social Thinking and Metacognitive Thinking Training

Contact Info

Product

Resources

About