The influence of critical thinking skills on performance and progression in a pre-registration nursing program

Pitt, Victoria; Powis, David; Levett‐Jones, Tracy; Hunter, Sharyn

doi:10.1016/j.nedt.2014.08.006

Cited by 75 publications

(83 citation statements)

References 39 publications

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“…In this context, development of critical thinking (CT) skills has become a prerequisite for safe and effective clinical practice (2) , given the demonstrated positive and significant correlation between CT and problem solving (3) . Critical thinking is an essential tool for nursing education, and its acquisition is one of the most desired results of higher education today (7) .…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Oliveira¹,

Díaz

Carbogim

et al. 2016

Rev. esc. enferm. USP

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Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. Method: Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute. Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. Results: Twelve randomized clinical trials were included in the study. In the metaanalysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chisquare = 6.10, p = 0.106). Conclusion: The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Oliveira¹,

Díaz

Carbogim

et al. 2016

Rev. esc. enferm. USP

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“…[12,13] Therefore, this study aims to compare the predictive value of two on-site selection methods on study success of undergraduate nursing students. Firstly, the results of this study demonstrate that there was very little difference in the self-reported levels of knowledge and skills, or the objectively assessed study success of nursing students between the two cohorts.…”

Section: Resultsmentioning

confidence: 99%

“…[8][9][10][11][12] Recent literature also demonstrates the desirability to assess non-cognitive skills (also referred to as person specification, non-cognitive qualities or personal attributes) in the nursing student selection. [13,14] It is recognised that the demands of the nursing profession such as personality, [3] professional conduct, [15] patient safety and quality of care [3,6] should also guide the student selection. However, there is lack of evidence supporting the currently used on-site selection methods in nursing education.…”

Section: Introduction 11 the Significance And Current State Of Nursimentioning

confidence: 99%

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The predictive value of two on-site selection methods of undergraduate nursing students: A cohort study

Talman

Hupli²,

Puukka³

et al. 2018

JNEP

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Nursing programs aim to select students who will succeed in theoretical studies and in clinical practice, and who are suitable for the profession. Recent literature has suggested an assessment of cognitive and non-cognitive skills in nursing student selection. The aim of this study is to compare the predictive value of two on-site selection methods used in nursing student selection, namely, psychological aptitude tests and literature-based exams. A cohort study was conducted. Students admitted to four undergraduate Bachelor of Science nursing programs at one Finnish nursing school between 2002 and 2004 (N = 626) were allocated into two cohorts based on the on-site selection method. Follow-up data was collected at two measurement points (May 2004-May 2009. The multimethod data collection included the use of admission archives (entrance exam scores), study records (study success) and a structured self-report questionnaire (knowledge and skills). Statistical data analysis was undertaken. According to the results, the two on-site selection methods produced very similar results regarding their predictive value. Both of the on-site selection methods predicted knowledge and skills, and study success of nursing students to some extent, but only explained a small proportion of variance. To conclude, neither of the two on-site selection methods should be used alone when predicting knowledge and skills or study success of nursing students. Further longitudinal research is needed to investigate the predictive value of various on-site selection methods.

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“…By considering the nature of each knowledge dimension, in the process of measuring critical thinking skills, a contextual problem or test question which is not artificial can be developed. To solve it, it needs skills to combine concepts, formula, principles, and rules which meet the learning goals (Howard et al, 2015;Pitt et al, 2015;Wallace & Jefferson, 2015).…”

Section: Critical Thinkingmentioning

confidence: 99%

The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

Sulisworo¹,

Syarif²

2018

IJLD

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Critical thinking as an outcome of learning is an essential issue in education. The application of the concept of Open Educational Resources or OER provides opportunities for students to obtain information more efficiently to support their learning. On the other hand, the collaborative learning is believed to be a robust pedagogical approach to build a good learning experience. This research describes and explores how the application of collaborative learning by using OER can enhance critical thinking skills. The method of this study was the pre-test and post-test one group design in physics lessons at secondary school students. Statistical analysis used paired t-test with an error of 5%. The teacher can measure the critical thinking skill by giving essay test. Scoring considered the process undertaken in problem-solving. The results of this study showed an increase in critical thinking skills significantly. This study also further discusses the implications associated with this research on learning physics.

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The influence of critical thinking skills on performance and progression in a pre-registration nursing program

Cited by 75 publications

References 39 publications

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

The predictive value of two on-site selection methods of undergraduate nursing students: A cohort study

The Utilization of Open Educational Resources in the Collaborative Learning Environment to Enhance the Critical Thinking Skill

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