Developing critical thinking skills in undergraduate nursing students: The potential for strategic management simulations

Abstract

Critical thinking is a skill required by nurses in order for sound clinical decisions to be made with optimal patient outcomes. Previous nursing education specific strategies, aimed at developing critical thinking, include high-fidelity simulation, case study discussions, concept-mapping, and reflective writing. Post-graduation nurse residency programs have had some success in preparing the new graduate nurse to take on the challenges and demands of the profession. These strategies have had varied success in developing critical thinking skills and are, at times, costly. The purpose of this article is to explore Strategic Management Simulations (SMS) as an educational strategy for enhancing the development of critical thinking skills among undergraduate nursing students. SMS includes assessment, feedback, and training, which are not included in other strategies.

Effect of a Medium Fidelity Simulation Based Training on Nurses' Knowledge, Performance and Clinical Judgment of Postpartum Hemorrhage Management

“…As Such nurses develop deeper understanding of the clinical situation which allow them to progress from reliance on abstract knowledge, static nursing care to deep analysis and interpretation, reasoning and response with reliable sound clinical judgments. (14,15) Significance of the study Because of the significant morbidity and mortality associated with PPH. Maternity nurses are the frontline health care providers multifaceted with responsibilities to improve women health, decrease morbidity and saving the mother's life .this can be achieved through improving knowledge, technical skills, besides Clinical decision making and judgment.…”

El prácticum: eje formador de la práctica reflexiva en enfermería

“…Algunos autores (3,7,30,31) afirman que a través de estrategias reflexivas como el diálogo reflexivo y la interrogación didáctica el tutor clínico estimula a mostrar las hipótesis de comprensión que la estudiante va construyendo durante su práctica clínica. Estas hipótesis muestran al profesorado la forma en que el alumnado está tratando de asignar un significado al contenido (a partir de los conocimientos previos que ya posee) para hacerlo comprensible (30).…”

“…Esta situación evidencia una práctica pedagógica reflexiva dentro de la práctica clínica de la estudiante (24,32), ha sido un proceso que comienza desde una explicación de la fisiología, la fisiopatología, los signos y síntomas, la dieta, los medios invasivos que precisa (como el drenaje), hasta llegar a los cuidados de enfermería de este tipo de drenaje con los respectivos razonamientos del por qué se ha o no de lavar sin recuperar, como lo respaldan algunos autores (3,27,28,31), para las estudiantes desarrollar y comprender las razones de lo que están haciendo evita un hacer automático o mecánico. Estos procesos de reflexión en la acción y sobre la acción son esenciales para el aprendizaje del estudiante; sin embargo, algunos estudios reportan que una de las dificultades de la supervisión clínica es que la poca disponibilidad de tiempo y la sobrecarga de trabajo del enfermero tutor conlleva a que estos procesos de reflexión con el estudiante no puedan desarrollarse oportunamente (33).…”

A method to improve the selection of nursing students

“…Some have pointed to another important attribute, thinking skills, as the critical component. [17] There are many models for assessment and training of thinking skills but, as with the admission process, there is a paucity of data showing which ones are most effective. LaMartina and Ward-Smith's review (2014) suggests that Strategic Management Simulation (SMS) may be a particularly good, well validated method to assess thinking skills.…”