The Effects of Nursing Education on Critical Thinking of Students: A Meta-Analysis

Kantek, Filiz; Yıldırım, Nezaket

doi:10.26650/fnjn363168

Cited by 15 publications

(7 citation statements)

References 17 publications

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“…Similar results have been obtained through research on the Baccalaureate pathway in Iran (Arli et al, 2017), Kazakhstan (Babazhanova, 2020), andCanada (Profetto-McGrath, 2003). Another study in Turkey using a meta-analysis method indicated that nursing students were not able to develop their critical thinking skills (Kantek and Yıldırım, 2019). The scores predict the capacity for success in educational or workplace settings, which demand reasoned decision-making and thoughtful problem-solving.…”

Section: Discussionmentioning

confidence: 99%

Factors influencing critical thinking skills among nursing students: Reports from a cross-sectional study

al.¹

2022

Int. j. adv. appl. sci.

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Studying the relationship between critical thinking and academic achievement is of great importance because both are crucial in producing nurses that would deliver quality care and nurses who would be critical thinkers in the midst of constant evolution in the health care delivery system. This study aims to determine the relationship between critical thinking skills and academic achievement among undergraduate nursing students. Further, it aims to determine factors that may influence the critical thinking of students. This study used a descriptive correlational design. It was conducted at the Nursing Department, College of Health Sciences Prince Sultan Military College, Saudi Arabia. There were 67 female participants from two types of nursing pathways. The data collection was conducted between March and May 2021. The overall averages of HSRT scores of the Baccalaureate and Bridging were 2.35 and 2.25, respectively. The HSRT scores indicated that the critical thinking skills of participants from both nursing pathways were low. There was no significant relationship between critical thinking skills and academic performance (r=.11; p<.05). Critical thinking skills were not manifested among the student nurses. Further, there was no found significant relationship between age, nursing pathway, and year level. Moreover, there is no significant relationship found between academic performance and the components of HSRT. These results are useful for understanding group characteristics, comparing and contrasting similar groups on specific attributes or skills, and for guiding the development of more targeted educational or training programs.

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Section: Discussionmentioning

confidence: 99%

Factors influencing critical thinking skills among nursing students: Reports from a cross-sectional study

al.¹

2022

Int. j. adv. appl. sci.

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“…Critical thinking is widely recognized and well established in nursing education [ 1 - 3 ] because the ability to identify and assess nursing care requires critical thinking [ 4 , 5 ]. However, interventions to improve critical thinking in nursing education and ways to facilitate it among undergraduate nursing students are currently debated without definitive conclusions [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

A Technology-Supported Guidance Model to Support the Development of Critical Thinking Among Undergraduate Nursing Students in Clinical Practice: Concurrent, Exploratory, Flexible, and Multimethod Feasibility Study

Zlámal¹,

Gjevjon²,

Fossum³

et al. 2023

JMIR Form Res

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Background There is widespread recognition and acceptance of the need for critical thinking in nursing education, as it is necessary to provide high-quality nursing. The Technology-Supported Guidance Model (TSGM) intervention was conducted during clinical practice among undergraduate nursing students and aimed to support the development of critical thinking. A major element of this newly developed intervention is an app, Technology-Optimized Practice Process in Nursing (TOPP‑N), combined with the daily guidance of nursing students from nurse preceptors and summative assessments based on the Assessment of Clinical Education. Objective The main objective of this study was to assess the feasibility of a newly developed intervention, TSGM, among undergraduate nursing students, nurse preceptors, and nurse educators. Further objectives were to assess the primary and secondary outcome measures, recruitment strategy, and data collection strategy and to identify the potential causes of dropout and barriers to participant recruitment, retention, intervention fidelity, and adherence to the intervention. Methods This study was designed as a concurrent, exploratory, flexible, and multimethod feasibility study of the TSGM intervention that included quantitative and qualitative data from nursing students, nurse preceptors, and nurse educators. The primary outcome measures were the feasibility and acceptability of the intervention. The secondary outcomes included the suitability and acceptance of the outcome measures (critical thinking, self-efficacy, clinical learning environment, metacognition and self-regulation, technology acceptance, and competence of mentors); data collection strategy; recruitment strategy; challenges related to dropouts; and hindrances to recruitment, retention, and intervention fidelity and adherence. Results Nursing students, nurse preceptors, and nurse educators had varied experiences with the TSGM intervention. We identified factors that make the intervention feasible and challenging and may influence the feasibility, acceptability, dropout rate, adherence, and fidelity of the intervention. We also identified areas for future improvement of the intervention. Conclusions The use of a newly developed intervention, TSGM, is feasible and accepted by undergraduate nursing students, nurse preceptors, and nurse educators; however, refinement and improvement of the intervention and the TOPP‑N app, improvement in intervention management, and mitigation of negative factors are necessary before a randomized controlled trial can be performed. International Registered Report Identifier (IRRID) RR2-10.2196/31646

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“…Regarding guidance models, Jayasekara et al [21] In conclusion, the existing systematic reviews and meta-analyses are limited to the development of critical thinking in nursing education (both in and outside clinical practice) without the use of technological tools [9,22,23]. Consequently, a systematic literature review is needed that focuses on critical thinking as a competency and on its development in clinical practice in nursing education through guidance and the use of technology.…”

Section: Introductionmentioning

confidence: 99%

Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Protocol for a Mixed Methods Systematic Review

et al. 2021

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Background Critical thinking is an essential skill that nursing students need to develop. Technological tools have opened new avenues for technology-supported guidance models, but the challenges and facilitators of such guidance models, as well as how they stimulate the development of critical thinking, remain unclear. Objective We developed a protocol for a mixed methods systematic review to investigate the use of technology-supported guidance models that stimulate the development of critical thinking in nursing education clinical practice. Methods A convergent integrated design following the Joanna Briggs Institute Manual for Evidence Synthesis will be employed. A pair of authors will select the articles by screening titles and abstracts, and the methodological quality of the articles included in the review will be assessed by a pair of authors according to checklists for specific study designs. The data will be extracted using the standardized Joanna Briggs Institute mixed methods data extraction form and following a convergent integrated approach. The thematic synthesis for data transformation will be used. Results Development of a comprehensive systematic search strategy was completed in October 2020. The database searches were performed on October 21, 2020. As of January 2021, analysis and synthesis is ongoing. Completion of this review is expected by January 2021. Conclusions By combining evidence from studies with varied methodological approaches, the results should provide broad insight into the use of technology-supported guidance models for clinical practice in nursing education with a focus on the development of nursing students’ critical thinking. The results of this mixed methods systematic review can also be used to develop or improve current technology-supported guidance models for clinical practice in nursing education. International Registered Report Identifier (IRRID) PRR1-10.2196/25126

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The Effects of Nursing Education on Critical Thinking of Students: A Meta-Analysis

Cited by 15 publications

References 17 publications

Factors influencing critical thinking skills among nursing students: Reports from a cross-sectional study

Factors influencing critical thinking skills among nursing students: Reports from a cross-sectional study

A Technology-Supported Guidance Model to Support the Development of Critical Thinking Among Undergraduate Nursing Students in Clinical Practice: Concurrent, Exploratory, Flexible, and Multimethod Feasibility Study

Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Protocol for a Mixed Methods Systematic Review

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