Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology

Arizo-Luque, Vanessa; Ramirez-Baena, Lucía; Pujalte-Jesús, María José; Rodríguez-Herrera, María Ángeles; Lozano-Molina, Ainhoa; Arrogante, Óscar; Agea, José Luis Díaz

doi:10.3390/healthcare10050927

Cited by 23 publications

(21 citation statements)

References 61 publications

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“…The 13 articles included (16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28) in this study were published from 2015 to 2022, all in English. Regarding their origin, with seven (54%) were from Europe, four (31.0%) from Asia, and two (15.0%) from North America.…”

Section: ❚ Resultsmentioning

confidence: 99%

Implications of clinical simulation in motivation for learning: scoping review

Henrique-Sanches,

Cecilio-Fernandes,

Costa

et al. 2024

Einstein (São Paulo)

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Objective: To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. Methods: The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P -undergraduate students attending Nursing or Medicine courses; C -motivation for learning, and C -skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. Results:The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Conclusion: Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

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Section: ❚ Resultsmentioning

confidence: 99%

Implications of clinical simulation in motivation for learning: scoping review

Henrique-Sanches,

Cecilio-Fernandes,

Costa

et al. 2024

Einstein (São Paulo)

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“…Furthermore, for formulating the nursing process in a clinical setting, CT skills are relatively important [4] . It is exhibited that CT encourages developing practical learning and self-directed learning with a simulation that significantly improves the CT components, including personal characteristics, cognitive skills, interpersonal skills, self-management, and technical skills among nurses [5] . Badil Furthermore, it is established by current research that problem-based learning is an exceedingly effective instructional strategy that profoundly enhances CT [6] .…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking in the Nursing Profession: Analysis with a Socratic Method and Nurse Theorist Philosophy

Badil

Naz²,

Kausor³

2023

J. Univ. Med. Dent. Coll.

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Critical thinking skills are increasingly imperative skills in the nursing profession. Both the Socratic method and nursing theorist philosophy can lead to enhance critical skills. The Socratic method has been rooted in ancient Greek Philosophy, whereas nursing theorist philosophy in the 21st century. This paper discusses critical thinking in the nursing profession and compares the critical thinking concept with the Socratic Method and nurse theorist philosophy. The prime aim of this study is to compare which method is effectively utilized in the nursing profession. The literature pertinent to the topic was searched using the database library, including PubMed, BioMed, Google Scholar, PakMediNet, and Cumulative Index to Nursing and Allied Health Literature CINAHL. Literature was searched using keywords including Socratic method, nurse theorist philosophy, critical thinking skills, nursing education, and nursing clinical practice. The full-text article was included in the study. Relevant original articles, systemic reviews, quasi-experimental design, philosophical papers, and cross-sectional studies focusing on nurses' critical thinking skills, the Socratic Method, and nurse theorist philosophy were included. The study analysis portrayed Socratic questioning as primarily embedded in critical thinking concepts which nurses utilized in theoretical knowledge. The Socratic Method is explicitly known as the student-centered method that probes critical thinking in classroom teachings. Critical thinking has become vital in professional accountability and excellent nursing care. Nurse theorists have generally employed critical thinking skills to obtain the maximum patient care outcome. In conclusion, the Socratic method increases critical thinking in academia while nursing’s theorist philosophy in nursing clinical practice.

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“…Higher education creates a platform for students and faculty to work in partnership, potentially enhancing the student experience 1. For example, student satisfaction, motivation, and engagement are enhanced through protagonist participation 6,7. Protagonist participation places the student in the center of the initiative, commanding active, effective, and autonomous involvement with a view to influence outcomes 8.…”

Section: Introductionmentioning

confidence: 99%

“…1 For example, student satisfaction, motivation, and engagement are enhanced through protagonist participation. 6,7 Protagonist participation places the student in the center of the initiative, commanding active, effective, and autonomous involvement with a view to influence outcomes. 8 Cocreation is a type of protagonist participation, one that changes student-lecturer dynamics, places the student in the lead, 9 and changes power dynamics between the student and the staff.…”

Section: Introductionmentioning

confidence: 99%

Cocreation With Prelicensure Nursing Students of a Simulated Practice Placement

Salje

2023

Nurse Educator

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Background: Cocreation is a collaborative process that uses problem-based learning to construct new initiatives. It has many known benefits associated with innovation in the development of programs, such as by creating simulations based on firsthand experiences. Methods: Thirty second-year prelicensure nursing students cocreated simulations and associated lesson plans for a simulated practice placement. They followed a 4-step process described in the article. Results: Cocreation combines lecturers' and students' unique skills and knowledge, creating programs based on the unique firsthand experiences of stakeholders. As the students take control of their own workloads, facilitators need to be adaptable in the support they provide, depending on the needs of the students. Conclusion: The staged process provided a structure for the students to produce their simulations and lesson plans. The cocreation of the simulated practice placement provided an innovative educational model that supported student development and produced lessons and simulations based on stakeholder need.

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Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology

Cited by 23 publications

References 61 publications

Implications of clinical simulation in motivation for learning: scoping review

Implications of clinical simulation in motivation for learning: scoping review

Critical Thinking in the Nursing Profession: Analysis with a Socratic Method and Nurse Theorist Philosophy

Cocreation With Prelicensure Nursing Students of a Simulated Practice Placement

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