Maurício et al., 2022 [ ] | n = 51 | 1 day | Self-Instructional Guide | To evaluate the effect of the Self-Instructional Guide for Clinical Reasoning on the diagnostic accuracy of undergraduate nursing students. | 36 |
Calik and Kapucu 2022 [ ] | n = 60 | 1 week | Simulation game | Evaluated the efficacy of serious games using pre- and post-tests. | 36 |
Zhang et al., 2017 [ ] | n = 157 | 12 months | Reflective training program | To evaluate the effects of reflective training for nursing students on their critical thinking disposition. | 35 |
Chang et al., 2021 [ ] | n = 110 | 40 min | Mobile application | To test the hypothesis that nursing students who used a mobile learning app would have significantly higher levels of knowledge about nasotracheal suctioning and medication administration and a better development of skill performance in medication administration. | 35 |
(Virtual simulation) |
Blanié et al., 2020 [ ] | n= 146 | 2 h | Gaming and traditional methods | To compare a traditional teaching method with gaming to improve the clinical reasoning skills necessary to help nursing students detect patient deterioration. | 35 |
Bilik et al., 2020 [ ] | n = 419 | 1 week | Web-based concept mapping education | To investigate the impact of web-based concept mapping education on nursing students’ critical-thinking and concept-mapping skills. | 34 |
Zarshenas et al., 2019 [ ] | n = 90 | 2 h for 6 days | Problem-solving | To investigate how training problem-solving skills affected the rate of self-handicapping among nursing students. | 33 |
Svellingen et al., 2021 [ ] | n = 146 | 4 days in 3 years | Clinical simulation | To evaluate the impact of multiple simulations on students’ self-reported clinical decision-making skills and self-confidence. | 33 |
Kim and Suh 2018 [ ] | n = 72 | 1 week | Mobile application | To determine if a mobile application improved students’ skills and knowledge. | 33 |
(virtual simulation) |
Park et al., 2021 [ ] | n = 105 | 2 h for 5 days | Education program | To develop a feasibility programme for providing foundational knowledge and skills about patient-centred care to fourth-year undergraduate nursing students using the design-thinking approach. | 32 |
Pai et al., 2022 [ ] | n = 101 | 8 h for 14 weeks | Person-centred education program | To investigate the impact of an ethical decision-making framework on ethical decision-making and communication self-efficacy in nursing students. | 32 |
Silva et al., 2020 [ ] | n = 78 | 3.5 h for one day | Clinical simulation | To analyse the effect of clinical simulation on the development of clinical reasoning and on nursing students’ acquisition of knowledge of wound evaluation and treatment. | 31 |
Boostel et al., 2018 [ ] | n = 52 | 30 min | Clinical simulation | To compare and evaluate the perception of stressors by nursing students before and after a high-fidelity conventional laboratory practise class or clinical simulation. | 30 |
Hong and Yu, 2017 [ ] | n = 122 | 300 h | Cased-based learning | To compare and explore the effectiveness of two styles of case-based learning methods, unfolding nursing cases and unusual nursing cases, implemented in lectures for developing nursing students’ critical-thinking abilities. | 30 |
Kim et al., 2016 [ ] | n = 63 | 2 h weekly for 3 weeks | Team-based learning | To examine the effects of TBL on learning outcomes and the problem-solving ability (knowledge and clinical performance) of Korean nursing students. | 30 |
This research received external funding from the European programme Eramus +2021-1-BE02-KA220-HED-000023194.
Conceptualisation, A.P.-P. and A.Z.; methodology, A.P.-P. and A.Z.; formal analysis, A.P.-P.; writing—original draft preparation, A.P.-P.; writing—review and editing, A.Z.; visualisation, A.Z.; supervision, A.Z. All authors have read and agreed to the published version of the manuscript.
Not applicable.
Data availability statement, conflicts of interest.
The authors declare no conflict of interest.
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The term critical thinking is often used interchangeably with problem-solving, clinical decision-making, and creative thinking in the nursing literature (Simpson & Courtney 2002). Problem-solving focuses on identification and resolution, whereas critical thinking goes beyond this and incorporates asking questions and critiquing solutions.
What is Critical Thinking in Nursing? (With Examples, ...
Critical Thinking in Nursing: Developing Effective Skills | ANA
The Value of Critical Thinking in Nursing
Here are some examples of how nurses can apply critical thinking. Assess Patient Data: Critical Thinking Action: Carefully review patient history, symptoms, and test results. Example: A nurse notices a change in a diabetic patient's blood sugar levels. Instead of just administering insulin, the nurse considers recent dietary changes, activity levels, and possible medication interactions ...
Review the patient scenario provided below. For each action taken by the nurse, determine whether it demonstrates critical thinking or clinical judgment. Write "CT" for critical thinking and "CJ" for clinical judgment next to each action. Explain why you classified each action as either critical thinking or clinical judgment. Patient Scenario:
Effective thinking in nursing involves the integration of clinical knowledge and critical thinking to make the best decisions for patients. For example, if a nurse was caring for a patient who presents with hypertension and new-onset left-sided weakness, it is important that the nurse be able to quickly consider potential causes for the ...
Critical thinking in nursing involves the ability to question assumptions, analyze data, and evaluate outcomes. It's a disciplined process that includes observation, experience, reflection, reasoning, and communication. For nurses, critical thinking means being able to make sound clinical judgments that can significantly affect patient outcomes.
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 ...
Critical thinking enables you to evaluate all available information, consider potential outcomes, and choose the most appropriate interventions. It improves decision-making. Effective decision-making in nursing involves selecting the best options among various alternatives. Critical thinking allows nurses to weigh the pros and cons of different ...
Nurses' critical thinking has a significant impact on patient care. Recognizing changes in patient status is essential. It's essential to an honest and open exchange of ideas. It enables you to ensure patient safety. Nurses can find quick fixes with it. Improvements can be made through critical thinking.
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 authors analyzed the critical reflective journals written by 143 new nurses who joined a university hospital located in an urban area of Korea from March 2020 to January 2021. The nurses recorded their experiences in the critical reflective journals six times during the orientation period (8 weeks). The nurses were instructed to record, in ...
Critical thinking is an integral part of nursing, especially in terms of professionalization and independent clinical decision-making. It is necessary to think critically to provide adequate, creative, and effective nursing care when making the right decisions for practices and care in the clinical setting and solving various ethical issues encountered.
Abstract. Critical thinking is an essential skill of health care professionals. Not sufficiently matured during undergraduate studies, critical thinking skills need continued development. One solution could be a practical guide of teaching methods for clinical educators and professional development specialists to use with new graduate nurses.
In nursing, critical thinking for clinical decision-making is the ability to think systematically and logically. Evidence shows that new nurses can be effectively coached to become better critical thinkers. A strong critical thinker can do the following: Remain open-minded and mindful of different alternative actions.
Critical thinking in nursing clinical practice, education and ...
Although critical thinking has been identified by prior research as one major area where new graduate nurses struggle (Song & McCreary, 2020; Theisen & Sandua, 2013), it is encouraging that the assessment-driven personalized learning evaluated in the current study demonstrated increased critical thinking scores compared to the prior cohort ...
Preceptor performs a task. New nurse observes -builds conceptual model. Coaching. Preceptor offers hints, support, & feedback. Aimed at bringing the new nurse's performance closer to expert's behavior. Scaffolding. Preceptor uses many types of support. Provides 'just enough'support/guidance.
New graduate nurse programs enhanced critical thinking, competency and retention and there were advantages with use of bundled preceptor strategies to support new graduates (Rush et al., 2019). The preceptor is a source of knowledge and support for the graduate nurse during their transition through the first year of practice and effective ...
Critical thinking in nursing is the ability to assess, analyze, and make informed decisions quickly and efficiently. It involves logical reasoning, problem-solving, and the ability to evaluate evidence to make sound clinical judgments. This skill is essential for nurses, especially in emergency situations where time and accuracy are of the essence.
Clinical Reasoning, Decisionmaking, and Action: Thinking ...
Teaching Strategies for Developing Clinical Reasoning ...