2. When was the patient’s last bowel movement?
3. Who is the patient’s emergency contact person?
4. Describe the patient’s current level of pain.
5. What information is in the patient’s medical record?
Critical thinking in nursing is the foundation that underpins safe, effective, and patient-centered care.
Critical thinking skills empower nurses to navigate the complexities of their profession while consistently providing high-quality care to diverse patient populations.
Potter, P.A., Perry, A.G., Stockert, P. and Hall, A. (2013) Fundamentals of Nursing
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As a nurse with over 35 years of experience who remained in practice as an educator, I’ve witnessed the gap between how nursing is taught and how it is practiced, and I decided to do something about it! Read more…
The Ultimate Solution to Develop Clinical Judgment Skills
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Critical thinking + clinical reasoning = strong clinical judgment
To develop critical thinking skills, students must engage in activities encouraging analyzing, discriminating, information-seeking, and open-mindedness. Critical thinking requires students to think precisely and accurately and act on what they know and understand; critical thinking precedes clinical reasoning (Manetti, 2018; Potter & Perry, 2012; Alfaro-LeFevre, 2017).
Clinical reasoning involves a student's ability to apply knowledge, think in action, and reason as a situation changes over time (Benner, et al., 2010). the analysis of data is done through four steps:
Clinical judgment results in a student's conclusions after making a holistic assessment that correctly interprets clinical data to determine the best response. It is an outcome that depends on critical thinking, clinical reasoning, and intuition (Rischer, 2021).
In nursing, for example, strong clinical judgment involves choosing the best response among alternative actions in light of expected outcomes, using ongoing evaluative reflection to monitor a patient's response, and modifying interventions accordingly. Reflecting on clinical decisions afterward improves judgment when caring for future patients (Alfaro-LeFevre, 2017; Tanner, 2006; Manetti, 2019).
Nursing process (american nurses association).
Based on Tanner's Clinical Judgment Model and Neilsen, Stragnell, and Jester's article Guide for Reflection using the Clinical Judgment Model, instructors from the UW-Madison School of Nursing have developed a revised model that also addresses issues of diversity, equity, social justice, and health equity into the equation. This added element of Personalizing asks the nurse to consider the emotions, reactions, beliefs, and biases they bring to the care of a patient and develop a self-care plan that manages these feelings to ensure fair and equitable patient care.
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Keywords | clinical judgement, judgment, analyzing, discriminating, information-seeking, open-mindedness, tanner | Doc ID | 121687 |
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Owner | Timmo D. | Group | Instructional Resources |
Created | 2022-10-05 08:30:41 | Updated | 2024-08-23 15:32:27 |
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BMC Medical Education volume 24 , Article number: 926 ( 2024 ) Cite this article
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Flipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students’ critical thinking, communication, application of knowledge in real-life situations, and becoming lifelong learners. The aim of this study was to describe the students’ perception of flipped teaching as an innovative learning strategy. And to assess if there was a difference in students’ academic performance between those who participated in a traditional teaching strategy compared to those who participated in flipped teaching intervention.
A quasi-experimental design with intervention and control groups. A purposive sampling technique of undergraduate nursing students was used.
A total of 355 students participated in both groups, and 70 out of 182 students in the intervention group completed the survey. The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy. The result revealed that there is a statistically significant difference in the mean students’ scores for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82).
Flipped teaching proves its effectiveness in improving students’ learning experience and academic performance. Also, students had a positive perception about flipped teaching as it allowed them to develop essential nursing competencies. Future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.
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The successful outcome of individualized nursing care of each patient depends on effective communication between nurses and patients. Therapeutic communication consists of an exchange of verbal and non-verbal cues. It is a process in which the professional nurse uses specific techniques to help patients better understand their conditions and promote patients’ open communication of their thoughts and feelings in an environment of mutual respect and acceptance [ 1 ]. Effective educational preparation, continuing practice, and self-reflection about one’s communication skills are all necessary for becoming proficient in therapeutic communication. Teaching therapeutic communication to nursing students explains the principles of verbal and non-verbal communication that can be emphasized through classroom presentation, discussion, case studies and role-play. It also helps them develop their ability to communicate effectively with patients, families, and other health care professionals. Nursing students should be able to critically think, conceptualizing, applying, analyzing, synthesizing, and evaluating information generated by observation, experience, reflection, reasoning, and communication. Utilizing a traditional teaching strategy can be a challenge to meet the previously stated requirements [ 2 ]. Therefore, nurse educators should adapt unique teaching methods to help students learn and participate in their own education.
The “flipped classroom” is a pedagogical approach that has gained popularity worldwide to foster active learning. Active learning is defined as instructional strategies that actively engage students in their learning. It requires them to do meaningful learning activities and reflect on their actions [ 3 ]. Flipped teaching is a teaching strategy that promotes critical thinking and the application of information learned outside of the classroom to real-world situations and solves problems within the classroom. It is used in a way that allows educators to deliver lectures by using technologies such as video, audio files, PowerPoint or other media. Thus, the students can read or study those materials on their own at home before attending the class. As a result, discussions and debates about the materials take place throughout the lecture time. Some of the main principles of flipped teaching are increasing interaction and communication between students and educators, allocating more time for content mastery and understanding, granting opportunities for closing gaps and development, creating opportunities for active engagement, and providing immediate feedback [ 4 , 5 ]. This teaching/learning methodology is supported by constructivism learning theory. A “problem-solving approach to learning” is how constructivism is frequently described. In which, it requires a shift in the nurse educator’s epistemic assumptions about the teaching-learning process. Constructivism requires nursing educators to take on the role of a learning facilitator who encourages collaboration and teamwork as well as guides the students in building their knowledge. The underlying assumptions of constructivism include the idea that learning occurs as a result of social interaction in which the student actively creates their own knowledge, while prior experiences serve as the foundation for the learning process. The “flipping classroom” reflects that approach, which integrates student-centered learning [ 6 ].
Flipped teaching approach has students learning before lectures, teaching the material to better use classroom time for cooperative learning. The discussed herein represents studies and case studies from primary through graduate schools. The literature indicated students did see value in this pedagogical approach. Most of the studies found that flipped teaching was associated with better understanding of the material learned, higher academic achievement/performance, and potentially improved psychosocial factors (self-esteem, self-efficacy) that are associated with learning. Interestingly, one article pointed out that non-didactic material used in flipped-teaching lead to an increase in performance and this did not happen with didactic material.
According to Jordan et al. [ 7 ], a flipped teaching is a methodology that was developed as a response to advancements and changes in society, pedagogical approaches, and rapid growth and advancement of technology; The flipped teaching was evolved from the peer instruction and just in time teaching approaches. Jordan and colleagues [ 7 ] state that independent learning happens outside the classroom prior to the lesson through instructional materials while classroom time is maximized to fosters an environment of collaborative learning. Qutob [ 8 ] states that flipped teaching enhances student learning and engagement and promotes greater independence for students.
Jordan et al. [ 7 ] studied the use of flipped teaching on the teaching of first- and fourth-year students’ discrete mathematics and graphs, models, and applications. Across all the classes studied (pilot, graph, model and application, practices, computer and business administration), students preferred flipped teaching compared to traditional teaching. According to Jordan et al. [ 7 ], the quality of the materials and exercises, and perceived difficulty of the course and material are important to student satisfaction with this method. Additionally, it was found that interactions with teachers and collaborative learning were positive. Likewise, Nguyen et al. [ 9 ] found students favorably perceive flipped teaching. This is especially true for those students who have an understanding that the method involves preparation and interaction and how these affect the outcomes. Vazquez and Chiang [ 10 ] discuss the lessons learned from observing two large Principles of Economics Classes at the University of Illinois; each class held 900 students. Vazquez and Chiang [ 10 ] found that the students preferred watching videos over reading the textbook. Secondly, students were better prepared after they watched pre-lecture videos compared to reading the textbook beforehand. The third finding involved the length of time pre-lecture work should take; the authors state pre-lecture work should be approximately 15 to 20 min of work ahead of each in-class session. The fourth finding is that the flipped teaching is a costly endeavor. Finally, it was found that having the students watch videos before the lectures reduced the time spent in class covering the material; the end result of this is students spend more time engaging in active learning than reviewing the material.
Qutob [ 8 ] studied the effects of flip teaching using two hematology courses. One of the courses was delivered using traditional teaching and the other course was flipped teaching. Qutob [ 8 ] found that students in the flipped course not only performed better on academic tasks, but also they had more knowledge and understanding of the material covered compared to those in the traditional format class. Additionally, Qutob [ 8 ] revealed that students in the flipped classroom found this style of learning is more beneficial than traditional teaching. Moreover, Florence and Kolski [ 11 ] found an improvement in high school students’ writing post-intervention. The authors further found that students were more engaged with the material and had a positive perception of the flipped model. Bahadur and Akhtar [ 12 ] conducted a meta-analysis of twelve research articles on flipped teaching; the studies demonstrated that students taught in the flip teaching classroom performed better academically and were more interactive and engaged in the material than students taught through traditional methods. Galindo-Dominguez [ 13 ] conducted a systematic review using 61 studies and found evidence for the effectiveness of this approach compared to other pedagogical approaches with regards to academic achievement, improved self-efficacy, motivation, engagement, and cooperativeness. Webb et al. [ 14 ] studied 127 students taking microeconomics and found the delivery of flipped material (didactic vs. non-didactic) influenced students’ improvements. They further found performance improvements for the students who attended flipped classes using non-didactic pre-class material. At the same time, Webb et al. [ 14 ] further found non-improvement associated with flipped classes that used didactic pre-class materials; these materials are akin to traditional lectures.
In the context of nursing education, flipped teaching strategy has demonstrated promising and effective results in enhancing student motivation, performance, critical thinking skills, and learning quality. The flipped teaching classrooms were associated with high ratings in teaching evaluations, increased course satisfaction, improved critical thinking skills [ 15 ], improved exam results and learning quality [ 16 ] and high levels of personal, teaching, and pedagogical readiness [ 17 ]. Another study showed that student performance motivation scores especially in extrinsic goal orientation, control beliefs, and self-efficacy for learning and performance were significantly higher in the flipped teaching classroom when compared to the traditional classroom strategy [ 16 ].
Regardless of these important findings, there have been limited studies published about the flipped teaching strategy in Saudi Arabia, particularly among nursing students. Therefore, implementing the flipped teaching strategy in a therapeutic communication course would be effective in academic performance and retention of knowledge. The flipped teaching method will fit best with the goals of a therapeutic communication course as both focus on active learning and student engagement. This approach is well-matched for a therapeutic communication course as it allows students to apply and practice the communication techniques and strategies, they have learned outside of class from the flipped teaching materials and freeing up class time for interactive and experiential activities. The filliped teaching method can provide opportunities for students to apply effective interpersonal communication skills in classes, provide more time to observe students practicing therapeutic communication techniques through role-play, group discussions, and case studies. It also allows instructors to refine and provide individualized feedback and offer real-time guidance to help students improve their interpersonal communication skills.
The current study aims to examine the students’ perception of a teaching innovation based on the use of the flipped teaching strategy in the therapeutic communication course. Further, to compare if there is a difference in students’ academic performance of students who participate in a traditional teaching strategy when compared with students who participate in flipped teaching intervention.
Students who participated in the intervention group perceived a high level of effectiveness of the flipped teaching classroom as a teaching/learning strategy.
There is a significant difference in the mean scores of students’ academic performance between students who participate in a traditional teaching strategy (control group) when compared with those students who participate in flipped teaching classroom (intervention group).
Quantitative method, quasi-experimental design was used in this study. This research study involves implementing a flipped teaching strategy (intervention) to examine the effectiveness of the flipped teaching among the participants in the intervention group and to examine the significant difference in the mean scores of the students’ performance between the intervention and control group.
College of Nursing at one of the educational universities located in Saudi Arabia.
A purposive sampling technique was conducted in this study. This sampling technique allows the researcher to target specific participants who have certain characteristics that are most relevant and informative for addressing the research questions. The advantages of the purposive sampling lie in gathering in-depth, detailed and contextual data from the most appropriate sources and ensure that the study captures a more comprehensive understanding of the concept of interest by considering different viewpoints [ 18 ]. Participants were eligible to participate in this study if they were (1) Enrolled in the undergraduate nursing programs (Nursing or Midwifery Programs) in the College Nursing; (2) Enrolled in Therapeutic Communication Course; (3) at least 18 years old or older. Participant’s data was excluded if 50% of the responses were incomplete. The sample size was calculated using G-Power. The required participants for recruitment to implement this study is 152 participants to reach a confidence level of 95% and a margin error of 5%.
Demographic data including the participants’ age and GPA were collected from all the participants. Educational characteristics related to the flipped teaching were collected from the participants in the intervention group including the level of English proficiency, program enrollment, attending previous, attending previous course(s) that used flipped teaching strategy, time spent each week preparing for the lectures, time spent preparing for the course exams, and recommendation for applying flipped teaching in other classes.
The student’s perception of the effectiveness of the flipped teaching strategy was measured by a survey that focused on the effectiveness of flipped teaching. This data was collected only from the participants in the intervention group. The survey involves 14 items that used 5-point Likert-type scale (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree and 1 = strongly disagree). The sum of the scores was calculated for the item, a high score indicates a high effectiveness of flipped teaching. The survey was developed by Neeli et al. [ 19 ] and the author was contacted to obtain permission to use the survey. The reliability of the scale was tested using Cronbach alpha, which was 0.91, indicating that the scale has an excellent reliability.
Also, student academic performance was measured for both the intervention and control groups though the average cumulative scores of the assessment methods of students who were enrolled in the Therapeutic Communication Course, given a total of 100. The students’ grades obtained in the course were calculated based grading structure of the Ministry of Education in Saudi Arabia (The Rules and Regulations of Undergraduate Study and Examination).
Institutional Review Board (IRB) approval (No. 22-0860) was received before conducting the study. Participants were provided with information about the study and informed about the consent process. Informed consent to participate was obtained from all the participants in the study.
Therapeutic communication course was taught face-to-face for students enrolled in the second year in the Bachelor of Science in Midwifery and Bachelor of Science in Nursing Programs. There were eight sections for the therapeutic communication course, two of them were under the midwifery program and the remaining (six sections) were under the nursing program. Each section was held once a week in a two-hour length for 10 weeks during the second semester of 2022. Students in all sections received the same materials, contents, and assessment methods, which is considered the traditional teaching strategy. The contents of the course included the following topics: introduction of communication, verbal and written communication, listening skills, non-verbal communication, nurse-patient relationship, professional boundaries, communication styles, effective communication skills for small groups, communication through nursing process, communication with special needs patient, health education and principles for empowering individuals, communication through technology, and trends and issues in therapeutic communication. The course materials, course objectives and learning outcomes, learning resources, and other supporting materials were uploaded to the electronic platform “Blackboard” (A Learning Management System) for all sections to facilitate students’ preparation during classes. The assessment methods include written mid-term examination, case studies, group presentation, and final written examination. The grading scores for each assessment method were also the same for all sections.
The eight course sections were randomly assigned into traditional teaching strategy (control group) or flipped teaching strategy (intervention group). Figure 1 shows random distribution of the course sections. The intervention group ( n = 182) included one section of the Bachelor of Science in Midwifery program ( n = 55 students) and three sections of Bachelor of Science in Nursing program ( n = 127 students). The control group ( n = 173) included one section of the Bachelor of Science in Midwifery program ( n = 50 students) and three sections of Bachelor of Science in Nursing program ( n = 123 students). Although randomization of the participants is not possible, we were able to create comparison groups between participants who received the flipped teaching and traditional teaching strategy. To ensure the consistency of the information given to the students and reduce the variability, the instructors were meeting periodically and reviewed the materials together. More importantly, all students received the same topics and assessment methods as stated in the course syllabus and as mentioned above. The instructors in all sections were required to answer students’ questions, provide clarification to the points raised throughout the semester, and give constructive feedback after the evaluation of each assessment method. Students were encouraged to freely express their opinions on the issues discussed and to share their thoughts when the opinions were inconsistent.
Random Distribution of the Course Sections
The intervention group were taught the course contents by using the flipped teaching strategy. The participants in the intervention group were asked to read the lectures and watch short videos from online sources before coming to classes. Similar materials and links were uploaded by the course instructors into the Blackboard system. During the classes, participants were divided into groups and were given time to appraise research articles and case scenarios related to the topics of the course. During the discussion time, each group presented their answers, and the course instructors encouraged the students to share their thoughts and provided constructive feedback. Questions corresponded to the intended objectives and learning outcomes were posted during the class time in Kahoot and Nearpod platforms as a competition to enhance students’ engagement. By the end of the semester, the flipped teaching survey was electronically distributed to students who were involved in the intervention group to examine the educational characteristics and assess the students’ perceptions about the flipped teaching.
After obtaining the IRB approval, the PI sent invitation letters to the potential participants using their official university email accounts. The invitation letter included a Microsoft Forms’ link with the description about the study, aim, research question, and sample size required to conduct the study. All students gave their permission to participate, and informed consent was obtained from them ( N = 355). The link also included questions related to age, GPA, and approval to use their scores from assessment methods for research purposes. The first part of data collection was obtained immediately after the therapeutic communication course was over. The average cumulative scores of all the assessment methods (out of 100) were calculated to measure the students’ academic performance for both the intervention and control groups.
The second part of data collection was conducted after the final exam of the therapeutic communication course ( n = 182). A Microsoft Forms link was sent to the participants in the intervention group only. It included questions related to educational characteristics and students’ perception of the effectiveness of flipped teaching. Students needed a maximum of 10 min to complete the study survey.
Data was analyzed using the SPSS version 27. Descriptive analysis was used to analyze the demographic and educational characteristics and perception of flipped teaching strategy. An independent t-test was implemented to compare the mean scores of the intervention and control groups to examine whether there is a statistically significance difference between both groups. A significance level of p < 0.05 was determined as statistical significance in this study.
The total number of students who enrolled in therapeutic communication course was 355 students. The intervention group included 182 students and the control group included 173 students. The mean age of all participants in the study was 19 years old (M = 19.56, SD = 1.19). The mean GPA was 3.53 (SD = 1.43). Of those enrolled in the intervention group, only 70 out of 182 students completed the survey. Table 1 represents the description of the educational characteristics of the participants in intervention group ( n = 70). Around 65% of the participants reported that their level of English proficiency is intermediate, and they were enrolled in the nursing program. Half of the students had precious courses that used flipped teaching strategy. About one-third of the students indicated that they spent less than 15 min each week preparing for lectures. Around 65% of the students stated that they spent more than 120 min preparing for the course exam. Half of the students gave their recommendation for applying flipped teaching strategy in other courses. The mean score of the students’ performance in Therapeutic Communication course who enrolled in the intervention group is 83.34 (SD = 9.81) and for those who were enrolled in the control group is 75.57 (SD = 9.82).
The students perceived a moderate level of effectiveness of the flipped teaching classroom as a teaching strategy (M = 3.49, SD = 0.69) (Table 2 ). The three highest items that improved students’ perception about the flipped teaching strategy were: flipped classroom session develops logical thinking (M = 3.77, SD = 0.99), followed by flipped classroom session provides extra information (M = 3.68, SD = 1.02), then flipped classroom session improves the application of knowledge (M = 3.64, SD = 1.04). The three lowest items perceived by the students were: Flipped classroom session should have allotted more time for each topic (M = 3.11, SD = 1.07), flipped classroom session requires a long time for preparation and conduction (M = 3.23, SD = 1.04), and flipped classroom session reduces the amount of time needed for study when compared to lectures (M = 3.26, SD = 1.07).
An independent sample T-test was implemented to compare the mean scores of the students’ academic performance between the intervention group ( n = 182) and control group ( n = 173) (Table 3 ). The results of Levene’s test for equality of variances ( p = 0.801) indicated that equal variances assumed, and the assumption of equal variances has not been violated. The significant level value (2-tailed) is p ≤ 0.001, indicating that there is a statistically significant difference in the mean scores of students’ academic performance for the intervention group (M = 83.34, SD = 9.81) and control group (M = 75.57, SD = 9.82). The magnitude of the differences in the means (Mean difference= -7.77%, CI: -10.02 to -5.52) is very small (Eta squared = 0.00035).
Flipped teaching is a learning strategy that engages students in the learning process allowing them to improve their academic performance and develop cognitive skills [ 20 ]. This study investigated the effect of implementing flipped teaching as an interactive learning strategy on nursing students’ performance. Also, the study examined students’ perceptions of integrating flipped teaching into their learning process. Flipped teaching is identified as an interactive teaching strategy that provides an engaging learning environment with immediate feedback allowing students to master the learning content [ 4 , 5 ]. Improvement in the student’s academic performance and development of learning competencies were expected outcomes. The flipped classroom approach aligns with the constructivist theory of education, which posits that students actively construct their own knowledge and understanding through engaging with the content and applying it in meaningful contexts. By providing pre-class materials (e.g., videos, readings) for students to engage with independently, the flipped classroom allows them to build a foundational understanding of the concepts before class, enabling them to actively participate in discussions, problem-solving, and collaborative activities during the class. By shifting the passive acquisition of knowledge to the pre-class phase and dedicating in-class time to active, collaborative, and problem-based learning, the flipped classroom approach creates an environment that fosters deeper understanding, the development of critical thinking and clinical reasoning skills as well as the ability to apply knowledge in clinical practice [ 21 ].
The influence of flipped teaching on students’ academic performance was identified by evaluating students’ examination scores. The results of this study indicated that flipped teaching had a significant influence on students’ academic performance ( p = 0.000). This significant influence implies the positive effectiveness of flipped teaching on students’ academic performance (M = 83.34, SD = 9.81) compared to traditional classroom (M = 75.57, SD = 9.82). These results are in line with other researchers regarding improving students’ academic performance [ 7 , 8 , 9 , 10 ]. Qutob’s [ 8 ] study shows that flipped teaching positively influences students’ performance. Preparation for class positively influenced students’ academic performance. The flipped classroom approach is underpinned by the principles of constructivism. These principles emphasize the active role of students in constructing their own understanding of concepts and ideas, rather than passively receiving information [ 21 ].
In a traditional classroom, the teacher typically delivers content through lectures, and students are tasked with applying that knowledge through homework or in-class activities. However, this model often fails to engage students actively in the learning process. In contract,
Flipped classroom requires students to prepare for the class which allows them to be exposed to the learning material before the class. During class time, students are giving opportunities to interact with their classmates and instructors to discuss the learning topic which can positively influencing their academic performance later [ 7 , 9 ]. Furthermore, the flipped classroom approach aligns perfectly with the core tenets of constructivism. Its adherence to the constructivist 5E Instructional Model further demonstrates its grounding in this learning theory. The 5E model, which includes the phases of engagement, exploration, explanation, elaboration, and evaluation, provides a framework for facilitating the active construction of knowledge [ 22 ].
It first sparks student interest and curiosity about the concepts (engagement), then enables students to investigate and experiment with the ideas through hands-on activities and investigations (exploration). This is followed by opportunities for students to make sense of their explorations and construct their own explanations (explanation). The flipped classroom then allows students to apply their knowledge in new contexts, deepening their understanding (elaboration). Finally, the evaluation phase assesses student learning and provides feedback, completing the cycle of constructivist learning [ 22 ]. This alignment with the 5E model, along with the flipped classroom’s emphasis on active learning and create environment that nurtures deeper understanding, the development of higher-order thinking skills, and the ability to transfer learning to real-world contexts.
In this study, one third of the students indicated that the preparation time was less than fifteen minutes a week. According to Vazquez and Chiang [ 10 ], preparation time for classroom should be about 15 to 20 min for each topic. Preparation for class did not take much time but positively influenced students’ academic performance. Furthermore, preparation for class allows students to develop the skills to be independent learners [ 8 ]. Independence in learning develops continuous learning skills, such as long-life learning which is a required competency for nursing. Garcia et al. [ 22 ] found out that focusing on shifting teachers’ practices towards active learning approaches, such as the 5E Instructional Model, can have lasting, positive impacts on students’ conceptual understanding and learning.
Students’ perception of flipped teaching as a learning strategy was examined using a survey developed by Neeli et al. [ 19 ]. Students recognize flipped teaching as an effective teaching strategy (M = 3.49, SD = 0.69) that had a positive influence on their learning processes and outcomes. Several studies identified the positive influence of flipped teaching on students’ learning process and learning outcomes [ 8 , 19 ]. Flipped teaching provides a problem-based learning environment allowing students to develop clinical reasoning, critical thinking, and a deeper understanding of the subject [ 5 , 8 , 19 , 23 ]. The flipped teaching approach introduces students to the learning materials before class. Class time is then utilized for discussion, hands-on, and problem-solving activities to foster a deeper understanding of the studied subject [ 5 ]. Consequently, flipped teaching provides a problem-based learning environment as it encourages students to be actively engaged in the learning process, work collaboratively with their classmates, and apply previously learned knowledge and skills to solve a problem. The result of this study is consistent with the results from a systematic review conducted by Youhasan et al. [ 5 ]. Implementing flipped teaching in undergraduate nursing education provides positive outcomes on students’ learning experiences and outcomes and prepares them to deal with future challenges in their academic and professional activities [ 5 ].
The results from this study identified that flipped teaching has a significant influence on students’ academic performance. The results also indicated that students have positive perception of flipped teaching as an interactive learning strategy. Flipped teaching pedagogy could be integrated in nursing curriculum to improve the quality of education process and outcomes which will result in improving the students’ performance. Flipped teaching provides an interactive learning environment that enhances the development of essential nursing competencies, such as communication, teamwork, collaboration, life-long learning, clinical reasoning, and critical thinking. For example, flipped teaching allows students to develop communication skills throughout discussion in the classroom, and collaboration skills by working with their classmate and instructor. In this study, flipped teaching was implemented in a theoretical course (therapeutic communication course). This interactive learning strategy could also be applied in clinical and practice setting for effective and meaningful learning process and outcomes.
This research study reveals the effectiveness of flipped teaching on students’ academic performance. This study used a quasi-experimental design with control and intervention groups to investigate the influence of flipped teaching on nursing education. Nevertheless, this study has limitations. One of the study’s limitations is the lack of randomization, thus causal association between the variables cannot be investigated. In addition, this study used a self-administered survey which may include respondents’ bias; thus, it may affect the results. Also, this study investigated students’ perceptions of flipped teaching as a learning strategy. The results from examining students’ perceptions indicated that students had a positive perception of flipped teaching as it allowed them to develop essential nursing competencies. This study did not focus on identifying and measuring competencies. Therefore, future studies must consider measuring the influence of flipped teaching on students’ ability to acquire nursing competencies, such as critical thinking and clinical reasoning.
Flipped teaching is an interactive learning strategy that depends on students’ preparation of the topic to be interactive learners in the learning environment. Interactive learning environment improves learning process and outcomes. This study indicated that flipped teaching has significant influence on students’ academic performance. Students perceived flipped teaching as a learning strategy that allowed them to acquire learning skills, such as logical thinking and application of knowledge. These skills allow students to have meaningful learning experience. Also, students could apply these skills in other learning content and/or environments, for example, in clinical. Thus, we believe that flipped teaching is an effective learning approach to be integrated in the nursing curriculum to enhance students’ learning experience.
The datasets generated and/or analyzed during the current study are not publicly available due to data privacy but are available from the corresponding author on reasonable request.
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Standard deviation
The level of marginal significance within a statistical test
Confidence Interval of the Difference
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This research was funded by Princess Nourah bint Abdulrahman University Researchers Supporting Project number (PNURSP2024R447), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia
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Conceptualization, H.B, S.Y.A, W.A.; methodology, S.Y.A., S.H.A.; validation, S.Y.A.; formal analysis, S.Y.A.; resources, H.B, S.Y.A, W.A, R. A.; data curation, S.Y.A, S.H.A.; writing—original draft preparation, R.A, H.B, S.Y.A., S.H.A, W.A; writing—review and editing, R.A, H.B, S.Y.A, S.H.A, W.A; supervision, R.A, H.B, S.Y.A, S.H.A.; project administration, R.A, S.Y.A, S.H.A.; funding acquisition, S.Y.A. All authors have read and agreed to the published version of the manuscript.
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Andargeery, S.Y., Bahri, H.A., Alhalwani, R.A. et al. Using a flipped teaching strategy in undergraduate nursing education: students’ perceptions and performance. BMC Med Educ 24 , 926 (2024). https://doi.org/10.1186/s12909-024-05749-9
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Background: Research has consistently demonstrated that new graduate nurses do not possess sufficient critical thinking skills when they transition to clinical practice. Unfolding case studies encourage students to participate in a number of critical thinking skills including information-seeking, logical reasoning, and analyzing of clinical data.
Objective: The aim of this study was to determine how the use of unfolding case studies as a learning modality affected baccalaureate students' critical thinking skills in their Adult Health Theory course. The researcher compared course examination scores earned by nursing students who were taught using traditional case studies to scores obtained by nursing students who completed unfolding case studies.
Setting: The pilot study took place at a moderate-sized comprehensive university in Wisconsin.
Design: A non-experimental correlational design using course examination scores data was employed to examine how the use of unfolding case studies as a learning modality affected baccalaureate students' critical thinking skills in their Adult Health Theory course.
Participants: A total of 160 students comprised the intervention group while an additional 142 students represented the control group in the study.
Methods: An independent-samples t-test was performed to explore differences in mean scores between the intervention and control groups.
Results: Results of the t-test indicate that mean examination scores were significantly higher for the intervention group (M = 234.9, SD = 13.1) than for the control group (M = 228.2, SD = 13.3); t(299) =, p < .001.
Conclusions: Results of this study suggest that unfolding case studies more effectively develop students' critical thinking skills than do a more traditional, static case study.
Keywords: Baccalaureate education; Critical thinking; Nursing students; Unfolding case study.
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Hege vistven stenseth.
1 Lovisenberg Diaconal University College, Oslo, Norway
2 Faculty of Health Studies, VID Specialized University, Oslo, Norway
Mia alexandra Ølnes, andrea mohallem.
3 Faculdade Israelita de Ciências da Saúde Albert Einstein, São Paulo, Brazil
Camilla strandell-laine.
4 Faculty of Health and Welfare, Novia University of Applied Sciences, Turku, Finland
Caroline farsjø aure, fernando riegel.
5 Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil
6 Nord University, Namsos, Norway
Jussara gue martini.
7 Federal University of Santa Catarina, Florianópolis, Santa Catarina, Brazil
Silje christin wang linnerud, andréa aparecida gonçalves nes, associated data.
Search strategy in Ovid MEDLINE.
Critical thinking is a crucial skill in the nursing profession, so teaching strategies and methodology must be carefully considered when training and preparing nursing students to think critically. Studies on simulation-based learning supported by technology are increasing in nursing education, but no scoping reviews have mapped the literature on simulation-based learning supported by technology to enhance critical thinking in nursing students.
The proposed scoping review aims to systematically map research on the use of simulation-based learning supported by technology to enhance critical thinking in nursing students.
The proposed scoping review will use the framework established by Arksey and O’Malley and will be reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, EMBASE, PsycINFO, and Web of Science databases. Pairs of authors independently selected the articles by screening titles, abstracts, full-text papers, and extract data. The data will be analyzed and thematically categorized.
The development of a comprehensive and systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Charting the data began in February 2022. Analysis and synthesis will be performed sequentially, and the scoping review is expected to be complete by May 2023.
The results of this proposed scoping review may identify gaps in the literature and provide an overview of research on the topic of simulation-based learning supported by technology to enhance critical thinking in nursing students. The research may identify nursing students’ reported barriers and enablers for learning critical thinking skills through simulation-based learning supported by technology, and the results may help educators enhance their educational approach through knowledge of students’ firsthand experiences and further development of successful teaching strategies in nursing education.
DERR1-10.2196/36725
Educational approaches for active learning in nursing education.
Active teaching methods are recognized as educational approaches by which teachers support students in the development of critical thinking (CT) [ 1 , 2 ]. One strategy for developing CT is to allow nursing students to actively participate in the learning process with the support of technology. Simulation-based learning (SBL) is a teaching strategy that may enhance the integration of theoretical and practical knowledge and the ability to reflect and to give and receive feedback [ 3 , 4 ]. Scientific evidence reveals that active learning strategies are more effective for developing CT skills for students in higher education than passive learning under traditional methods, such as lectures [ 2 , 5 ]. With the advent of the COVID-19 pandemic and its resultant social distancing requirements, the interest in, demand for, and use of technological solutions have increased in nursing education [ 6 ].
CT is a crucial skill and a fundamental component of nurses’ daily professional responsibilities. Nurses require CT skills to analyze, summarize, and evaluate information and initiate action. CT skills enable nurses to manage uncertainties in nursing practice and contribute to safe and effective care across diverse clinical settings [ 7 - 9 ]. Several definitions and terms for CT are used interchangeably in nursing studies, research, and nursing curricula [ 10 , 11 ]. The core components of CT are to be able to analyze, evaluate, and investigate [ 12 ]. Because there is no consensus on the definition of CT in nursing education research, research often looks to other disciplines like philosophy, psychology, and education for clear definitions [ 10 ]. A frequently cited definition in nursing studies is the one by a consensus statement of the American Philosophical Association, which defines CT as “a judgment which is purposeful and self-regulatory and results in a process of interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based” [ 13 ]. According to Riegel and Crossetti [ 14 ], CT is driven by internal motivation, which is reflective in nature and involves self-monitoring and self-correction. This process develops a reflective judgment on what to do, believe, or make sense of in any context.
Several distinct terms are currently used in studies exploring the outcome of CT in SBL, such as clinical problem-solving , clinical decision-making , clinical reasoning, and handling clinical deterioration [ 4 , 11 , 15 ].
In this proposed scoping review, the terms clinical decision-making , analytical thinking , creative thinking , problem-solving , reflective thinking , diagnostic reasoning, and clinical judgment are all potential synonyms of CT. Teaching CT is the responsibility of nurse educators [ 16 ], and teaching strategies and methodology must be carefully considered to meet the purpose of preparing pre- and postgraduate nursing students to think critically and manage the uncertainty of the nursing profession [ 10 , 12 , 17 ].
Reflection and CT skills may be developed through learning activities with high-quality teaching strategies, such as SBL [ 7 , 10 ]. SBL facilitates learning in a safe environment with the opportunity to gain experience and practice without the risk of doing harm to the patient [ 3 ]. Bland et al [ 18 ] define SBL as “a dynamic process involving the creation of a hypothetical opportunity that incorporates an authentic representation of reality, facilitates active student engagement, and integrates the complexities of practical and theoretical learning with opportunity for repetition, feedback, evaluation, and reflection.” SBL is commonly founded on social constructivism and learning theory, which view knowledge as being constructed in a social context [ 19 ]. Within this framework, the traditional teacher-student relationship, in which knowledge is transferred from teacher to student, shifts to a learner-centered, teacher-guided approach [ 9 , 20 ]. SBL can potentially replicate clinical practice, in which the learner must employ clinical reasoning with cognitive, psychomotor, and affective skills [ 15 ]. According to the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards Committee [ 21 ] self-monitoring, conscious reflection, and insightfulness occur in SBL through debriefing, feedback, and guided reflection. This process may help learners understand their own actual practice; identify knowledge gaps; increase competence; and support the transfer of knowledge, skills, and attitudes. Learners’ insights may be developed through conscious reflection that connects actions, thoughts, and beliefs.
In traditional SBL, high-tech modalities, including advanced simulators (eg, life-size patient manikins), replicate real patients and settings in health care [ 22 ]. In simulation research, the term fidelity traditionally describes the degree to which the advanced simulator looks, acts, and feels like a human being, with an emphasis on technological features and advances that enhance the physical resemblance [ 23 ].
Other simulation research focuses on different aspects of realism with a physical, semantic, and phenomenal dimension, but what constitutes realism depends on what makes sense for the individual in a given context or situation [ 24 , 25 ].
To enhance learning, scholars recommend focusing on learner engagement and correspondence between the simulation technology and the surroundings (the applied context) [ 23 ].
Technological solutions to support SBL in nursing education are continually expanding [ 4 ], ranging from advanced physical simulators with human features and responses to computer and online games, simulation games, and virtual reality (VR). Simulation gaming for nursing education has emerged in many forms and reportedly offers potential as a teaching strategy for stimulating CT [ 26 , 27 ]. Producers offer specific software that enables virtual computer simulations, and there are online solutions including computer games, virtual simulations, and VR intended for nursing education. Immersive VR uses special headsets that immerse the student in a virtual world [ 28 - 30 ] and has the advantage of replicating the clinical environment and patient-nurse interactions in situations designed to promote specific learning outcomes [ 26 ]. Cant and Cooper [ 29 ] conclude that internet simulation measures up to other simulation approaches and will likely be a large part of the nursing curriculum in the near future.
SBL supported by technology can ensure equitable learning opportunities by providing the same content and learning environment to all students. The potential for individual training and multiple iterations through technology makes SBL resource-efficient due to its low staff costs [ 27 , 31 , 32 ]. Due to technological advances, SBL no longer requires a physical meeting space. In virtual meetings, students and teachers can discuss and reflect on dilemmas and situations experienced in simulated or clinical practice. According to the principles of metacognition, this can encourage CT. Technology-supported learning methods can stimulate dialogue between students and teachers, adjusting students’ learning focus and ensuring an accurate assessment of learning outcomes [ 33 ]. Importantly, in the context of current and future pandemics, technology provides an environment for teaching vital CT skills that is contactless and thus at low risk of spreading infectious disease [ 32 ].
A literature review by Adib-Hajbaghery and Sharifi [ 34 ] found uncertainties about the effect of SBL on the CT of nursing students and nurses. Their findings are supported by a recent systematic review that examined extant evidence of simulation’s effectiveness in promoting clinical reasoning skills in nursing education [ 15 ]. The authors of this systematic review conclude that insufficient evidence exists to form conclusions. They found a lack of substantial evidence for the cause-effect relationship of simulation training and CT due to the great heterogeneity of the studies, including diverse methods, scenarios, and measurement instruments [ 15 , 34 ]. The heterogeneity of studies makes it challenging to compare results and reach a consensus regarding SBL’s effect on CT. Systematic reviews have also noted a lack of comparative studies that could report a quantitative, overall effect of SBL [ 30 , 34 ]. A systematic review of randomized controlled trials (RCTs) found that SBL may improve the acquisition of CT knowledge as well as students’ reported satisfaction with teaching, but the authors note a lack of unambiguous evidence of SBL’s effectiveness [ 35 ].
Reviews have also examined the use of technology in nursing education and SBL with diverse outcomes. A scoping review by Duff et al [ 28 ] examined the use of online virtual simulation to enhance clinical reasoning in the education of health care professionals and found online virtual simulation to be comparable or superior to traditional simulation. However, only 3 of the 12 included studies related to nursing education.
A systematic mapping review by Plotzky et al [ 32 ] examined the use of VR in nursing education, but the review was limited to the use of VR technology from didactic and technical perspectives and did not report on the outcome of CT. According to a recent systematic review, VR provides educational outcomes similar or superior to traditional SBL practices, but the evidence is limited [ 36 ]. Another literature review concluded that most evidence indicates that virtual simulation can effectively improve skills, learning, and CT in nursing education [ 4 ], but CT was the least explored outcome, and the search used only two databases, PubMed and CINAHL. Moreover, only articles in English were included, which is an important limitation of the results.
The identified reviews did not thoroughly examine the range and use of technology in SBL to enhance nursing students’ CT skills. Furthermore, the identified reviews mainly included research presented in the English language, except two reviews that included studies in Farsi and German. A broad, comprehensive literature review, such as a scoping review that includes papers in several languages (English, Portuguese, Spanish, and the Scandinavian languages) and employs diverse research methods will enable us to examine the nature and range of the currently available research and to identify potential gaps in the research literature [ 37 ]. To our knowledge, no scoping review has examined the range of technology used in SBL and how it is used to enhance nursing students’ CT skills.
Consequently, this scoping review aims to systematically map research on the use of SBL supported by technology to enhance CT in nursing students. The results may identify potential gaps in research and inform further research on this topic.
The scoping review will answer the following research questions:
The proposed scoping review will follow Arksey and O´Malley´s [ 37 ] framework, which includes the following steps: (1) identifying the research questions; (2) identifying relevant studies; (3) selecting studies; (4) charting the data; and (5) collating, summarizing, and reporting the results. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) extension for scoping reviews will guide the reporting of the proposed review [ 38 ]. The reporting of this protocol is guided by the PRISMA Protocol (PRISMA-P) [ 39 ].
The Sample, Phenomenon of Interest, Design, Evaluation, and Research (SPIDER) framework determined the inclusion and exclusion criteria as outlined in Table 1 [ 40 ].
Eligibility criteria according to the Sample, Phenomenon of Interest, Design, Evaluation, and Research (SPIDER) framework.
Criterion | Inclusion | Exclusion |
Sample (S) | ||
Phenomenon of interest (PI) | supported by technology to stimulate CT , clinical decision-making, analytical thinking, creative thinking, problem solving, reflective thinking, diagnostic reasoning, or clinical judgement in educational/institutional contexts. | |
Design (D) | | N/A |
Evaluation (E) | | |
Research type (R) |
a SBL: simulation-based learning.
b CT: critical thinking.
c N/A: not applicable.
A systematic search was conducted in the LILACS, ERIC, CINAHL, MEDLINE, EMBASE, PsycINFO, and Web of Science databases on June 28, 2021. Each database was searched from its inception. The database search will be updated approximately 3 months prior to publication.
The search strategy in Ovid MEDLINE, using Medical Subject Headings and text words, was designed by the first research librarian (author MAØ) in collaboration with the rest of the research team and embraced three elements: (1) SBL, (2) technology, and (3) nursing students and nursing education. A second research librarian (KLM) reviewed the search strategy using the Peer Review of Electronic Search Strategies (PRESS) checklist [ 41 ]. The search strategy in Ovid MEDLINE is provided in Multimedia Appendix 1 . We also performed manual searches in the reference lists of the included papers. We did not perform forward tracking (citation searches). We will conduct the entire search a second time around 3 months prior to submission; most of these studies will probably be identified without using forward tracking.
MAØ exported the identified citations into EndNote to remove duplicates using the method described in Bramer et al [ 42 ], and the citations were then exported to the web application Rayyan for storage, organization, and blinding of the study selection process. A pilot test of 10% of the citations to screen titles and abstracts was performed independently by authors HVS and AAGN, who concluded that the eligibility criteria did not require modification. Pairs of authors (HVS-CFA, SCWL-SAS, MTS-JZ, AGCM-FR, PB-JGM, ALS-CSL, CO-HVS, and IP-AAGN) independently screened paper titles and abstracts to assess whether they met the inclusion criteria. When there was any doubt regarding inclusion, a third author independently assessed the full-text paper, and the decision was based on a negotiated consensus. Further, the same pairs of authors will independently assess whether the full-text papers meet the inclusion criteria. When there is any doubt regarding inclusion, a third author will independently assess the full-text paper, and the decision will be based on a negotiated consensus. The reasons for excluding full-text papers will be recorded, and the study selection process will be recorded using the PRISMA 2020 flow diagram.
A standardized data collection form will be developed in Microsoft Word for data extraction from the included papers, including authors, year, country, aim, sample, design, technology, simulation procedures, scenario design, and results related to the research question. The data collection form will be piloted by HVS and AAGN on up to five of the included papers. Their experiences will be discussed with the entire research team, and the data collection form may be revised.
Pairs of authors will extract the data, with one author extracting the data and the other checking its accuracy. Disagreement among pairs of authors will be resolved by an assessment by a third author, and agreement will be based on negotiated consensus.
HVS, SAS, MTS, and AAGN will analyze the results from the included papers and will use an inductive approach to organize the results thematically, a method previously used in scoping reviews [ 43 , 44 ]. The results extracted from the included papers will be read several times to identify patterns of similarities and differences related to the research questions, and these patterns will be organized in thematic groupings. The preliminary thematic groupings will be discussed with the rest of the research team, and a frequency table showing which papers appear in which thematic groupings will be created. Any new findings from the replicated search will be analyzed to see if they fit according to the thematic groups or if new thematic groupings arise.
No ethical board approval is necessary to conduct this scoping review.
The development of a comprehensive, systematic search strategy was completed in June 2021. The database searches were performed in July 2021, and the screening of titles and abstracts was completed in September 2021. Assessment of full-text papers, charting of the data, and summarizing the results began in February 2022. We anticipate that the scoping review will be completed by May 2023.
The results of the proposed scoping review will identify and provide an overview of the research on using SBL supported by technology to enhance CT in nursing students. This scoping review may also identify the variety of technological solutions available for nursing education and describe how they are used to enhance the development of nursing students’ CT skills. Scoping searches have found reviews on the topic of simulation and CT in nursing education [ 15 , 30 , 34 , 35 ], but those reviews do not specifically report on the use of technology to support SBL to enhance CT. Reviews on SBL technologies have also been identified, which often investigate one type of technology or compare the use of technology to traditional SBL [ 27 , 29 , 31 ].
The outcome of CT is present, but not as the primary outcome for nursing students [ 28 ]. The identified reviews do not sufficiently report on the range of technology used and how technology is used in SBL to enhance CT skills in nursing students. Furthermore, the reviews do not adequately reference the outcome of enhancement of CT in nursing students. Strengths and limitations will be thoroughly examined and reported in the proposed scoping review. Limitations may be related to the inclusion criteria, by only including research studies and thus excluding grey literature. Mapping research in multiple languages may add strength to this proposed scoping review, as the exclusion of studies published in other language than English was reported as a limitation in previous scoping reviews [ 45 ].
Identifying the status of and gaps in the research in this field may contribute to future research and further the development of successful teaching strategies in nursing education. The findings may inform educators’ decisions when choosing technology to support the application of SBL, and identifying nursing students’ barriers or enablers to learning CT skills through technology-supported SBL may help educators devise their educational approaches. The results of this scoping review may also interest technology developers and guide the further development of technology-based solutions for SBL aimed at enhancing nursing students’ CT in nursing education. The results of this proposed scoping review will be disseminated through publication in relevant peer-reviewed journals in educational or nursing-specific contexts.
We acknowledge Kari Larsen Mariussen for peer reviewing the search strategy.
This research was funded by the research group Educational Research Focusing on Competence Development and Quality in Nursing Education at Lovisenberg Diaconal University College, Oslo, Norway. The authors did not receive any grants from any commercial, public, or nonprofit funding agency.
CT | critical thinking |
INACSL | International Nursing Association for Clinical Simulation and Learning |
PRESS | Peer Review of Electronic Search Strategies |
PRISMA | Preferred Reporting Items for Systematic Reviews and Meta-Analyses |
PRISMA-P | Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols |
SBL | simulation-based learning |
SPIDER | Sample, Phenomenon of Interest, Design, Evaluation, and Research |
VR | virtual reality |
Authors' Contributions: HVS, SAS, MTS, and AAGN contributed to developing the protocol. HVS drafted the manuscript’s Introduction, Background, Results, and Discussion sections, and SAS drafted the Methods. All the aforementioned authors contributed to reading and editing the manuscript, and the extended group of authors was invited to read and review the draft. All authors read and approved the final version of the manuscript.
Conflicts of Interest: None declared.
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Critical thinking in nursing is invaluable for safe, effective, patient-centered care. You can successfully navigate challenges in the ever-changing health care environment by continually developing and applying these skills. Images sourced from Getty Images. Critical thinking in nursing is essential to providing high-quality patient care.
The concepts from an escape room are a great way to deliver opportunities for students to practice this skill and can be provided economically and easily. Being creative in managing these concepts will offer an exciting chance to introduce critical thinking for your students. Nursing Education Perspectives42 (6):E145-E146, November/December 2021.
Critical thinking is applied by nurses in the process of solving problems of patients and decision-making process with creativity to enhance the effect. It is an essential process for a safe, efficient and skillful nursing intervention. Critical thinking according to Scriven and Paul is the mental active process and subtle perception, analysis ...
The following are examples of attributes of excellent critical thinking skills in nursing. 1. The ability to interpret information: In nursing, the interpretation of patient data is an essential part of critical thinking. Nurses must determine the significance of vital signs, lab values, and data associated with physical assessment.
To develop critical thinking skills, you have to be curious and inquisitive." ... Nursing school gives students the knowledge professional nurses use to make important healthcare decisions for their patients. Students learn about diseases, anatomy, and physiology, and how to improve the patient's overall well-being. Learners also ...
To help new nurses develop critical-thinking skills, the professional development resources provider Lippincott Solutions recommended nurse educators focus on the following in the classroom: Promoting interactions. Collaboration and learning in group settings help nursing students achieve a greater understanding of the content.
2. Meeting with Colleagues: Collaborative Learning for Critical Thinking. Regular interactions with colleagues foster a collaborative learning environment. Sharing experiences, discussing diverse viewpoints, and providing constructive feedback enhance critical thinking skills. Colleagues' insights can challenge assumptions and broaden ...
Abstract. Nursing students should be challenged to implement critical thinking decisions regarding conclusions they implement for patient care. This article reinforces common techniques and introduces new practices to teach critical thinking. Many ways are currently recognized utilizing an assortment of techniques.
The process includes five steps: assessment, diagnosis, outcomes/planning, implementation and evaluation. "One of the fundamental principles for developing critical thinking is the nursing process," Vest says. "It needs to be a lived experience in the learning environment.". Nursing students often find that there are multiple correct ...
Nursing regulatory bodies worldwide such as the Nursing and Midwifery Council of Ghana and the South African Nursing Council recognize critical thinking (CT) as crucial for nurses. These bodies require that nursing curricula promote CT skills of students (Dozier et al., 2021 ; Gholami et al., 2016 ).
Building critical thinking skills is one of the most important outcomes in the clinical setting for nursing students. Collaboration with nursing faculty during the clinical rotation can ease the burden on direct care nurses and facilitate a positive learning experience for the student. The nursing profession continues to experience several ...
The development of critical thinking in nursing practice involves progressing through three levels: basic, complex, and commitment. ... For instance, nursing students may strictly follow a procedure manual without personalization, as they lack experience. Answers are seen as right or wrong, and the opinions of experts are accepted. 2. Complex ...
In Closing. By incorporating these questions into your clinical paperwork or as clinical questions to put in your repertoire to ask students in the clinical setting, critical thinking can be strengthened and developed. Don't make clinical education and the teaching of critical thinking so difficult. Keep it simple by drilling deep and ...
Critical thinking is a complex, dynamic process formed by attitudes and strategic skills, with the aim of achieving a specific goal or objective. The attitudes, including the critical thinking attitudes, constitute an important part of the idea of good care, of the good professional. It could be said that they become a virtue of the nursing ...
The importance of nurses' critical thinking skills in improving clinical decision-making is well known (Lee et al., 2017; Ludin, 2018). It has been emphasized that critical thinking and. Conclusion. This study supports the need for different learning methods for developing the nursing students' critical thinking and clinical decision-making level.
Clinical judgment. Clinical judgment results in a student's conclusions after making a holistic assessment that correctly interprets clinical data to determine the best response. It is an outcome that depends on critical thinking, clinical reasoning, and intuition (Rischer, 2021). In nursing, for example, strong clinical judgment involves ...
Clinical simulation was used to develop nursing students' clinical reasoning in evaluating wounds and their treatments , to evaluate and compare the perception of stressors, with the goal of determining whether simulations promote students' self-evaluation and critical-thinking skills , and also to evaluate the impact of multiple ...
Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful ...
This study supports the need for different learning methods to develop nursing students' critical thinking and clinical decision-making levels. It is seen that there is a need for revision in the delivery of education and training in nursing schools, taking into account extraordinary situations (distance education, etc.) as in the COVID-19 ...
Background:The COVID-19 pandemic may have inhibited the development of critical thinking and emotional intelligence of nursing students due to the transition from traditional to online learning env...
5.1. Setting. The study was conducted in classroom settings of an undergraduate nursing programme in a public university in Ghana. As a school in a developing country, there are constraints such as logistical inadequacies and lack of adequate qualified faculty, which could inhibit meaningful learning experience towards CT skills development of students existed.
Flipped teaching is an interactive learning strategy that actively engages students in the learning process. Students have an active role in flipped teaching as they independently prepare for the class. Class time is dedicated to discussion and learning activities. Thus, it is believed that flipped teaching promotes students' critical thinking, communication, application of knowledge in real ...
Background: Research has consistently demonstrated that new graduate nurses do not possess sufficient critical thinking skills when they transition to clinical practice. Unfolding case studies encourage students to participate in a number of critical thinking skills including information-seeking, logical reasoning, and analyzing of clinical data.
It is necessary to induce nursing students to use a lot of volunteer programs in order to increase their person-centered care competence, and it is necessary to develop and actively guide convergence extracurricular activities linked to subjects. Purpose: This study is a descriptive research study conducted to identify the relationship and influencing factors between communication competence ...
Active teaching methods are recognized as educational approaches by which teachers support students in the development of critical thinking (CT) [1,2]. One strategy for developing CT is to allow nursing students to actively participate in the learning process with the support of technology.
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