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McCloskey R, Morris P, Keeping-Burke L, Goudreau A, McGill A, Knight H, Buckely S, Mazerolle D, Jones C. Pedagogical and teaching strategies used to teach writing to pre-licensure students enrolled in health professional programs: a scoping review protocol. JBI Evid Synth 2024:02174543-990000000-00317. [PMID: 38884445 DOI: 10.11124/jbies-23-00327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/18/2024]
Abstract
OBJECTIVE The objective of this review is to map the existing literature on pedagogical approaches and teaching strategies used to teach academic and professional writing to pre-licensure students who are enrolled in health professional programs. INTRODUCTION Health professional programs are intended to develop competence in both academic and professional writing. Effective academic writing skills prompt critical reflection and engagement with research communities, while professional writing skills are used to document interventions and communicate across health systems. Despite the importance of these 2 forms of writing, there are ongoing concerns that practitioners are entering practice without adequate writing skills. Given these concerns and the importance of writing across health disciplines, there is value in identifying the pedagogical strategies and approaches used in health professional programs to develop writing skills and to transfer such skills from one communicative context to another. INCLUSION CRITERIA This review will consider research on the pedagogical approaches and teaching strategies used to teach academic and professional writing in pre-licensure health professional programs. METHODS This review will be conducted in line with the JBI methodology for scoping reviews. The search strategy will aim to locate published literature using MEDLINE (Ovid), Embase, CINAHL with Full-Text (EBSCOhost), ProQuest Nursing & Allied Health (ProQuest), and ERIC (EBSCOhost), along with gray literature (using databases/search engines). Papers published from 2010 onward in English and in French will be included. Extracted data will be reported in tabular format and presented narratively to address each review objective. DETAILS OF THE REVIEW CAN BE FOUND IN OPEN SCIENCE FRAMEWORK http://osf.io/9raxp.
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Affiliation(s)
- Rose McCloskey
- University of New Brunswick, Department of Nursing & Health Sciences, Saint John, NB, Canada
- The University of New Brunswick Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, Saint John, NB, Canada
| | - Patricia Morris
- The University of New Brunswick Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, Saint John, NB, Canada
- University of New Brunswick, School of Graduate Studies, Saint John, NB, Canada
- University of New Brunswick, Faculty of Nursing, Fredericton, NB, Canada
| | - Lisa Keeping-Burke
- University of New Brunswick, Department of Nursing & Health Sciences, Saint John, NB, Canada
- The University of New Brunswick Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, Saint John, NB, Canada
| | - Alex Goudreau
- The University of New Brunswick Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, Saint John, NB, Canada
- UNB Libraries, University of New Brunswick, Saint John, NB, Canada
| | - Alexa McGill
- University of New Brunswick, Faculty of Nursing, Fredericton, NB, Canada
| | - Holly Knight
- University of New Brunswick, Department of Nursing & Health Sciences, Saint John, NB, Canada
| | - Sarah Buckely
- University of New Brunswick, Department of Nursing & Health Sciences, Saint John, NB, Canada
| | - David Mazerolle
- University of New Brunswick, Department of Nursing & Health Sciences, Saint John, NB, Canada
- Athabasca University of New Brunswick, Faculty of Nursing, Edmonton, AB, Canada
| | - Courtney Jones
- University of New Brunswick, Department of Nursing & Health Sciences, Saint John, NB, Canada
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Karlsholm G, André B, Grønning K. Supervising Undergraduate Nursing Students on Their Bachelor's Thesis. A Qualitative Study. SAGE Open Nurs 2024; 10:23779608231226074. [PMID: 38222265 PMCID: PMC10785709 DOI: 10.1177/23779608231226074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2023] [Revised: 12/08/2023] [Accepted: 12/22/2023] [Indexed: 01/16/2024] Open
Abstract
Introduction The bachelor's thesis (BT) in undergraduate education is often an autonomous and individual assignment. It aims to demonstrate knowledge gained through education, to be an assessment tool, and to give new learning outcomes through working on the thesis. The process of working with the BT most often includes individual supervision. There is an absence of support for teachers supervising undergraduate nursing theses, which includes a lack of national or institutional guidelines, role definitions and research material. Objective Given the lack of helpful guidelines, this study aims to explore what the teachers emphasize as important regarding their supervision of nursing students writing their BT. Methods The study has a qualitative approach, featuring individual semi-structured interviews with nursing teachers supervising nursing students on the BT. Reflexive thematic analysis is used as the method of analysis. Results The analyses resulted in two generated themes, each with two subthemes, describing the patterns the teachers emphasize as important aspects of their supervision of nursing students writing their BT. The themes were "The pedagogical approach to the supervision" and "The advantages of the bachelor's thesis to the nursing profession." Conclusions The teachers balanced different roles in the supervision of the students. They wanted the students to grow through challenging them, grounded in a relationship of trust and confidence. They were role models for how to be critical thinkers and incorporated critical thinking as a pedagogical implement in supervision, wanting to raise the students to become nurses who think critically. The teachers sought to combine clinical relevance with academic literacy to secure a new generation of nurses able to be a part of the future development of the profession. They wanted to equip the students with knowledge, skills, and confidence to speak up and communicate nursing. Last, the teachers combined their clinical and academic identities in the supervision of the BT.
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Affiliation(s)
- Guro Karlsholm
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Beate André
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Kjersti Grønning
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
- Department of Research, Nord-Trøndelag Hospital Trust, Levanger, Norway
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Garvey L, Willetts G, Herrmann A, Verezub E, Sinchenko E. A multi-layered approach to developing academic written communication skills for nursing students. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0107. [PMID: 36853973 DOI: 10.1515/ijnes-2022-0107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 02/10/2023] [Indexed: 03/02/2023]
Abstract
OBJECTIVES Academic literacy in nursing students has historically been poor this research therefore aimed to investigate the effectiveness of an embedded multidisciplinary approach to academic written communication skills for first year Bachelor of Nursing students in Australia. METHODS This initiative consisted of (1) collaboratively embedding academic skills with nursing staff and Learning and Academic Skills Advisors using scaffolded tasks, curriculum/material development, workshops/tutorials on writing skills; and (2) individual support sessions. Data was obtained via questionnaire. RESULTS Responses were received from 92 (74% local and 26% international) students. Key findings showed the collaborative approach to embedding skills with added follow up, was beneficial for students' skills development, including improved academic writing, increased confidence, and recognition of the importance of academic writing. CONCLUSIONS It is important to equip student to develop academic literacy and an embedded academic literacy program has been determined to assist and may contribute to future professionalisation in nursing.
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Affiliation(s)
- Loretta Garvey
- Department of Nursing and Allied Health, Swinburne University of Technology, Melbourne, Australia.,Centre for Academic Development, Federation University, Berwick, Australia
| | - Georgina Willetts
- Nursing and Practice Development, Institute Health and Wellbeing, Federation University, Gippsland, Australia
| | | | - Elena Verezub
- School of Business, Entrepreneurship and Law, Swinburne University of Technology, Melbourne, Australia
| | - Elena Sinchenko
- Learning and Academic Skills, Office of Student Engagement, Swinburne University of Technology, Melbourne, Australia
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Jordal M, Eriksson H, Salzmann-Erikson M, Mazaheri M. Escorting Students into Responsibility and Autonomy (ESRA): A Model for Supervising Degree Projects. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1165-1173. [PMID: 34675743 PMCID: PMC8504471 DOI: 10.2147/amep.s307169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 09/03/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Several models for how to support students and provide them with the skills needed to write their degree projects have been proposed. However, few attempts have been made to present a general model for students' academic work based on reasoning and communication skills rather than memorizing and mimicking their supervisors during their independent degree project. OBJECTIVE In the present paper, we propose a well-structured model that assists supervisors in promoting students' responsibility and autonomy, while at the same time maintaining a high level of support. PRESENTATION We present a step-by-step protocol based on a partnership model with a contractual style that focuses on students' academic work with their own texts through a process of alternating between abstract and concrete writing. This protocol, which is called the ESRA (Escorting the Students into Responsibility and Autonomy) model, can be utilized regardless of the content, specific aim and scope of the individual student's degree project. DISCUSSION AND CONCLUSIONS We argue that this model promotes high levels of engagement and assumption of responsibility among students, while also offering a feasible structure for ensuring the steps to empowerment and autonomy. Use of the ESRA model is suitable when a constructive interaction between students and supervisors is desirable as a tool to achieve the learning outcomes of the degree project. Thus, the proposed model is one step toward giving a new generation of nurses the skills and ability they need to adapt in the changing world of the 21st century and to make promoting health a core mission of their profession.
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Affiliation(s)
- Malin Jordal
- Department of Caring Sciences, University of Gävle, Gävle, Sweden
| | - Henrik Eriksson
- Department of Health Sciences, The Swedish Red Cross University College, Huddinge, Sweden
- Department of Health Sciences, University West, Trollhättan, Sweden
| | | | - Monir Mazaheri
- Department of Health Sciences, The Swedish Red Cross University College, Huddinge, Sweden
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Huddinge, Sweden
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Henttonen A, Fossum B, Scheja M, Teräs M, Westerbotn M. Nursing students' expectations of the process of writing a bachelor's thesis in Sweden: A qualitative study. Nurse Educ Pract 2021; 54:103095. [PMID: 34049033 DOI: 10.1016/j.nepr.2021.103095] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Revised: 04/09/2021] [Accepted: 05/19/2021] [Indexed: 11/26/2022]
Abstract
While performing various academic work, such as writing a bachelor's thesis, are known to be challenging for university students, less is known about students' expectations in this regard. AIM The aim was to describe students' expectations of the upcoming process of writing a bachelor's thesis. DESIGN The study employed an explorative, qualitative approach with a single, written open-ended question design. METHODS The data were collected consecutively 2013-2016 in class. A total of 93 final-year students volunteered and provided hand-written accounts which were analyzed using qualitative content analysis. RESULTS The students' accounts revealed three generic categories of expectations: Gaining professional knowledge and competency, Planning and organizing the work, and Taking stock of personal resources. Writing a bachelor's thesis was a new challenge for most of the students and the answers testify to mixed feelings about the upcoming work and its supervision. CONCLUSIONS The nursing students' expectations included present and future competencies, skills and abilities. In promoting development of transferable skills and knowledge, educators of future health-care professionals would be well advised to invite students to reflect on and discuss, their expectations prior to writing a bachelor's thesis and similar academic student papers. This study adds to the research on students' studying and learning in nursing education by bringing to the fore students' expectations of academic learning tasks as an important aspect to consider in higher education contexts, both nationally and internationally.
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Affiliation(s)
- Ani Henttonen
- Sophiahemmet University, Dept. of Health Promoting Science, Stockholm, Sweden; Karolinska Institutet, Södersjukhuset, Dept. of Clinical Science and Education, Stockholm, Sweden.
| | - Bjöörn Fossum
- Sophiahemmet University, Dept. of Nursing Science, Stockholm, Sweden; Karolinska Institutet, Södersjukhuset, Dept. of Clinical Science and Education, Stockholm, Sweden.
| | - Max Scheja
- Stockholm University, Dept. of Education, Stockholm, Sweden.
| | - Marianne Teräs
- Stockholm University, Dept. of Education, Stockholm, Sweden.
| | - Margareta Westerbotn
- Sophiahemmet University, Dept. of Nursing Science, Stockholm, Sweden; Karolinska Institutet, Södersjukhuset, Dept. of Clinical Science and Education, Stockholm, Sweden.
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Yu Z, Hu R, Ling S, Zhuang J, Chen Y, Chen M, Lin Y. Effects of blended versus offline case-centred learning on the academic performance and critical thinking ability of undergraduate nursing students: A cluster randomised controlled trial. Nurse Educ Pract 2021; 53:103080. [PMID: 34044341 DOI: 10.1016/j.nepr.2021.103080] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 05/03/2021] [Accepted: 05/10/2021] [Indexed: 10/21/2022]
Abstract
OBJECTIVE This study aimed to compare the effect of blended and offline case-centred learning on medical nursing education for undergraduate nursing students. BACKGROUND Technological advancements are rapidly changing nursing education in higher educational settings. Educational reform, especially regarding methods of teaching, has been the focus of nursing educators in recent years. DESIGN The research was conducted between September 2018 and July 2019 in China. METHODS Second-year undergraduate nursing students in two classes were enrolled for this study by cluster sampling. The study outcomes were academic performance and critical thinking ability, measured using the Critical Thinking Disposition Inventory-Chinese Version. RESULTS Students in the experimental class showed significantly higher improvements in academic performance than those in the control class. Compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p = 0.037). In the experimental class, there was a significant improvement over the baseline in the dimension of critical thinking self-confidence (p = 0.022). In the control class, there was a significant improvement over the baseline in the total score (p = 0.029) and two of the seven dimensions: truth-seeking (p = 0.016) and systematicity (p = 0.005). CONCLUSIONS The use of blended case-centred learning showed promising results in improving students' academic performance. Both blended and offline case-centred learning were indicated to be effective educational approaches to improve the critical thinking ability of undergraduate nursing students and could be implemented for other nursing subjects in the future.
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Affiliation(s)
- Zhenzhen Yu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Rong Hu
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China.
| | - Shen Ling
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Jiayuan Zhuang
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yimin Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Meijing Chen
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
| | - Yazhu Lin
- School of Nursing, Fujian Medical University, No. 1 Xueyuan Road, Shangjie Town, Minhou County, Fuzhou, China
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Mitchell KM, McMillan DE, Lobchuk MM, Nickel NC. Writing activities and the hidden curriculum in nursing education. Nurs Inq 2021; 28:e12407. [PMID: 33636053 DOI: 10.1111/nin.12407] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2020] [Revised: 01/25/2021] [Accepted: 01/27/2021] [Indexed: 11/30/2022]
Abstract
Nursing programs are complex systems that articulate values of relationality and holism, while developing curriculums that privilege metric-driven competency-based pedagogies. This study used an interpretive approach to analyze interviews from 20 nursing students at two Canadian Baccalaureate programs to understand how nursing's educational context, including its hidden curriculums, impacted student writing activities. We viewed this qualitative data through the lens of activity theory. Students spoke about navigating a rigid writing context. This resulted in a hyper-focus on "figuring out" the teacher with minimal focus on the act of writing. Students used a form of behavioral "code-switching" to maximize their grade while considering how their "valuing" of the assignment fit within their writing motives. Hidden curriculum messages taught students that academic success was assured whether their writing mirrored instructor preferences. Instructional practices of rigidity reinforced unequal social conditions for some minority students. Faculty can counteract the impact of the hidden curriculum through encouragement of choice and independent thinking about writing activities. Acknowledging power relationships and their influence on how students navigate writing assignments and nursing discourse may relieve pressures on students who fear penalties for countering norms and result in a more flexible learning environment.
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Affiliation(s)
- Kim M Mitchell
- Nursing Department, Red River College, Winnipeg, MB, Canada.,Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, MB, Canada
| | - Diana E McMillan
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, MB, Canada.,Health Sciences Center, Winnipeg, MB, Canada
| | - Michelle M Lobchuk
- Rady Faculty of Health Sciences, College of Nursing, University of Manitoba, Winnipeg, MB, Canada
| | - Nathan C Nickel
- Department of Community Health Sciences, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada
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8
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Mitchell KM, Blanchard L, Roberts T. Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.ahead-of-print/ijnes-2020-0074/ijnes-2020-0074.xml. [DOI: 10.1515/ijnes-2020-0074] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 10/14/2020] [Indexed: 11/15/2022]
Abstract
AbstractWriting practices in nursing education programs are situated in a tension-filled context resulting from competing medical-technical and relational nursing discourses. The goal of this qualitative meta-study is to understand, from the student perspective, how the context for writing in nursing is constructed and the benefits of writing to nursing knowledge development. A literature search using the CINHAL, Medline, ERIC, and Academic Search complete databases, using systematic methods identified 21 papers and dissertations which gathered qualitative interview or survey data from students in nursing at the pre-registration, continuing education, and graduate levels. The studies provided evidence that writing assignments promote professional identity development but overemphasis on writing mechanics when grading have a deleterious effect on learning and student engagement with writing. Relationship building with faculty should extend beyond what is needed to maximize grades. Suggestions for writing pedagogical reform are identified to facilitate a change in focus from mechanical-technical to transformative writing.
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Affiliation(s)
| | | | - Tara Roberts
- Nursing, Red River College, Winnipeg, Manitoba, Canada
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9
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Yun B, Su Q, Cai YT, Chen L, Qu CR, Han L. The effectiveness of different teaching methods on medical or nursing students: Protocol for a systematic review and network meta-analysis. Medicine (Baltimore) 2020; 99:e21668. [PMID: 33019384 PMCID: PMC7535560 DOI: 10.1097/md.0000000000021668] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/20/2022] Open
Abstract
BACKGROUND One of the major challenges in nursing and medical education is to foster the critical thinking ability and autonomous learning ability for students. But the effect of different teaching methods on these abilities of nursing or medical students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. As a result, it is necessary for students to evaluate the impact of different teaching methods on critical thinking ability and autonomous learning ability. METHODS A systematic search will be performed using Chinese National Knowledge Infrastructure, Wanfang Data (Chinese database), VIP Information (Chinese database), Chinese Biomedical Literature, and English language databases, including PubMed and Embase, Web of Science, CINAHL Complete (EBSCO0, Cochrane library to identify relevant studies from inception to July 10, 2020. We will include random controlled trials that evaluated the different teaching methods. The Quality Assessment of Diagnostic Accuracy Studies 2 quality assessment tool will be used to assess the risk of bias in each study. Standard pairwise meta-analysis and network meta-analysis will be performed using STATA V.12.0, MetaDiSc 1.40, and R 3.4.1 software to compare the diagnostic efficacy of different hormonal biomarkers. RESULTS The results of this study will be published in a peer-reviewed journal. CONCLUSION This study will summarize the direct and indirect evidence to determine the effectiveness of different teaching methods for medical or nursing students and attempt to find the most effective teaching method. ETHICS AND DISSEMINATION Ethics approval and patient consent are not required, because this study is a meta-analysis based on published studies. INPLASY REGISTRATION NUMBER INPLASY202070017.
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Affiliation(s)
- Bei Yun
- School of nursing, Lanzhou University
| | - Qian Su
- Department of nursing, Gansu Provincial Hospital, China
| | | | - Lian Chen
- School of nursing, Lanzhou University
| | | | - Lin Han
- School of nursing, Lanzhou University
- Department of nursing, Gansu Provincial Hospital, China
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O'Flaherty J, Costabile M. Using a science simulation-based learning tool to develop students' active learning, self-confidence and critical thinking in academic writing. Nurse Educ Pract 2020; 47:102839. [PMID: 32943173 DOI: 10.1016/j.nepr.2020.102839] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2020] [Revised: 06/29/2020] [Accepted: 07/08/2020] [Indexed: 11/28/2022]
Abstract
Simulation is one teaching strategy that health educators use to promote active learning, however, evidence to support whether students utilising simulations develop skills in critical thinking and appraisal in their academic literacy, is lacking. This study explored the impact of embedding a desktop simulation about the hemolytic disease of the newborn (HDN) in a first-year, undergraduate nursing course on students' acquisition of knowledge, self-confidence, and development of critical thinking in academic writing. The study used a quasi-experimental, two-group, and pre-test-post-test design. After using the simulation, students reported i. a positive learning experience, ii. an increase in their self-confidence to critically appraise a case study, and iii. greater student success in two assessments for student's participating in the simulation compared to students who only used lecture notes as a study tool. The findings support the use of simulations to promote active learning, knowledge acquisition and opportunities to develop self-confidence and critical thinking in academic writing.
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Affiliation(s)
- Jacqueline O'Flaherty
- School of Pharmacy and Medical Sciences, Division of Health Sciences, University of South Australia, Adelaide, South Australia, 5001, Australia.
| | - Maurizio Costabile
- School of Pharmacy and Medical Sciences, Division of Health Sciences, University of South Australia, Adelaide, South Australia, 5001, Australia; Centre for Cancer Biology, University of South Australia and SA Pathology, Frome Road, Adelaide, 5000, South Australia, Australia
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11
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Aguayo-González M, Leyva-Moral JM, San Rafael S, Fernandez MI, Gómez-Ibáñez R. Graduated nurses' experiences with baccalaureate thesis writing: A qualitative study. Nurs Health Sci 2020; 22:563-569. [PMID: 32104976 DOI: 10.1111/nhs.12693] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2019] [Revised: 02/10/2020] [Accepted: 02/16/2020] [Indexed: 12/01/2022]
Abstract
This study explores the perceptions of newly graduated nurses regarding the baccalaureate thesis (BT) writing process. A qualitative approach with content analysis was adopted. Thirteen newly graduated nurses participated in the study. The inclusion criterion was having completed the BT during their university education as nurses within 3 years of the study. Information was obtained through semistructured interviews. Data collection began in June 2018 and ended in March 2019, once saturation of information was reached. Three major categories were identified: the beginning of the process, the advantages of Baccalaureate thesis writing, and the teacher's role. The participants expressed that their training focused on a synthetic and particular type of writing that is necessary for clinical scenarios but not suitable for scientific academic texts. Additionally, reflective diaries were described as a powerful writing practice during their studies. Participants conceive the realization of the baccalaureate thesis as a difficult process, especially as regards selecting, synthesizing, and writing about the available information, processes that they indicated generate anxiety. Academic writing skills should be specifically included in the nursing curriculum.
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Affiliation(s)
- Mariela Aguayo-González
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
| | - Juan M Leyva-Moral
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain.,Center for Health Sciences Research, Universidad María Auxiliadora, Lima, Peru
| | - Sabiniana San Rafael
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
| | - Maria Isabel Fernandez
- Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
| | - Rebeca Gómez-Ibáñez
- Research Nursing Group in Vulnerable Populations (GRIVIS-UAB), Nursing Department, Faculty of Medicine, Universitat Autónoma de Barcelona, Bellaterra, Spain
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Chen Q, Liu D, Zhou C, Tang S. Relationship between critical thinking disposition and research competence among clinical nurses: A cross-sectional study. J Clin Nurs 2020; 29:1332-1340. [PMID: 31971305 DOI: 10.1111/jocn.15201] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2019] [Revised: 12/21/2019] [Accepted: 01/10/2020] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To explore the relationship between critical thinking disposition and research competence among clinical nurses. BACKGROUND The development of the nursing discipline and evidence-based practice calls for research competence and critical thinking disposition among clinical nurses. The verification of the relationship between critical thinking disposition and research competence could make contributions to promoting related knowledge building and providing practical implications for nurses, nurse educators and nurse managers. However, there is a lack of evidence exploring the relationship between critical thinking disposition and research competence in clinical nurses. DESIGN A cross-sectional study. METHODS A total of 156 clinical nurses from two tertiary hospitals participated in this study. The Chinese Version of Critical Thinking Disposition Inventory and Research Competence Scale for Clinical Nurses were used to measure critical thinking disposition and nursing research competence, respectively. Data were collected in September 2017. Descriptive statistics, bivariate correlation and linear regression were used to analyse data. The STROBE checklist was used in reporting this study. RESULTS The clinical nurses surveyed showed a positive inclination to general critical thinking but reported an overall low level of nursing research competence. A moderate degree of positive correlation was found between critical thinking disposition and research competence among clinical nurses. Educational degree was also found as an influencing factor of nursing research competence of clinical nurses. CONCLUSION The critical thinking disposition of clinical nurses is positively related to their research competence. RELEVANCE TO CLINICAL PRACTICE Nurses with a passion for nursing research should pay attention to improving their critical thinking dispositions. Nurse educators and managers should provide better learning, working and research environments and more supports to cultivate critical thinking disposition and improve nursing research competence in nursing research education and practice.
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Affiliation(s)
- Qirong Chen
- Xiangya School of Nursing, Central South University, Hunan, China
| | - Dan Liu
- Xiangya School of Nursing, Central South University, Hunan, China
| | - Chuyi Zhou
- Xiangya School of Nursing, Central South University, Hunan, China
| | - Siyuan Tang
- Xiangya School of Nursing, Central South University, Hunan, China
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13
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Glew PJ, Ramjan LM, Salas M, Raper K, Creed H, Salamonson Y. Relationships between academic literacy support, student retention and academic performance. Nurse Educ Pract 2019; 39:61-66. [DOI: 10.1016/j.nepr.2019.07.011] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2018] [Revised: 12/20/2018] [Accepted: 07/31/2019] [Indexed: 10/26/2022]
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Chan ZCY. Nursing students' view of critical thinking as 'Own thinking, searching for truth, and cultural influences'. NURSE EDUCATION TODAY 2019; 78:14-18. [PMID: 31029953 DOI: 10.1016/j.nedt.2019.03.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Revised: 01/17/2019] [Accepted: 03/12/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Students should enhance their ability to think critically as part of a process of whole-person development. BACKGROUND Within nursing education, students should employ critical thinking to ensure quality of patient care and patient safety. AIM The aim of this study was to explore the perspectives of nursing students on critical thinking. DESIGN A descriptive qualitative study. METHODS This was a focus group study involving 65 nursing students from one school of nursing. A total of eleven focus group interviews were conducted. The semi-structured interview guideline was used. All interviews were audio recorded, transcribed in Chinese and translated into English. Thematic analysis was adopted. RESULTS Three themes centred on critical thinking were discerned: own thinking, searching for truth, and cultural influences. CONCLUSIONS It is suggested that future studies be conducted on how these factors might affect critical thinking. In addition, multiple nursing schools could become involved in these studies to obtain rich data and enrich the picture of students' views on critical thinking. If nurses have more time to think about what is going on, they could think critically about what they are actually doing. This would help to protect the safety of patients and to reduce the occurrence of medical accidents.
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Affiliation(s)
- Zenobia C Y Chan
- School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
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15
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de Jong G, Meijer E, Schout G, Abma T. Involving Undergraduate Nursing Students in Participatory Health Research: Implications from the Netherlands. J Prof Nurs 2018; 34:507-513. [DOI: 10.1016/j.profnurs.2018.04.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Revised: 03/23/2018] [Accepted: 04/18/2018] [Indexed: 10/17/2022]
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Riegel F, Crossetti MDGO. Theoretical frameworks and instruments for evaluation of critical thinking in nursing and education. ACTA ACUST UNITED AC 2018; 39:e20170097. [PMID: 30043943 DOI: 10.1590/1983-1447.2018.2017-0097] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2017] [Accepted: 09/05/2017] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To identify theoretical frameworks and instruments for the evaluation of critical thinking to base studies in nursing and education. METHOD Integrative review, with a selection of scientific articles in Portuguese, English and Spanish, in the LILACS, SCIELO, IBECS, MEDLINE/PubMed and SCOPUS databases, using the descriptors "thought", "teaching" and "nursing" in Portuguese and English. The search resulted in 3,147 articles, and 23 papers published between 2010 and 2015 were selected. RESULTS Fourteen (60.2%) studies used the Facione framework and eight (34.4%) resorted to different critical thinking assessment tools applied in nursing and education. CONCLUSIONS Most studies used the Facione framework. Among the evaluation tools, the California Critical Thinking Skills Test (CCTST) and the Watson-Glaser Critical Thinking Appraisal stood out as the most common instruments; both focus on cognitive skills in critical thinking.
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Affiliation(s)
- Fernando Riegel
- Universidade Federal do Rio Grande do Sul (UFRGS). Escola de Enfermagem, Programa de Pós- Graduação em Enfermagem. Porto Alegre, Rio Grande do Sul, Brasil.,Centro Universitário FADERGS, Curso de Enfermagem. Porto Alegre, Rio Grande do Sul, Brasil.,Hospital de Clínicas de Porto Alegre (HCPA), Serviço de Enfermagem Cirúrgica. Porto Alegre, Rio Grande do Sul, Brasil
| | - Maria da Graça Oliveira Crossetti
- Universidade Federal do Rio Grande do Sul (UFRGS), Escola de Enfermagem, Departamento de Enfermagem Médico-Cirúrgica. Porto Alegre, Rio Grande do Sul, Brasil
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Miller LC, Russell CL, Cheng AL, Zembles S. Testing the efficacy of a scaffolded writing intervention with online degree-completion nursing students: A quasi-experimental design. Nurse Educ Pract 2018; 32:115-121. [PMID: 30269761 DOI: 10.1016/j.nepr.2018.06.011] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 03/24/2018] [Accepted: 06/24/2018] [Indexed: 11/17/2022]
Abstract
Writing should receive dedicated time in the nursing classroom for students to become competent writers, offering practical experiences for them to critically think and organize their ideas into meaningful messages. The purpose of this pre-post quasi-experimental study was to compare implementation of a scaffolded sequence of writing assignments (intervention) to typical writing assignments (comparison) in final coursework for baccalaureate nursing (BSN) completion students. Student writing self-efficacy and writing competency were measured pre and post coursework using the Post Secondary Writerly Self-Efficacy Scale, 6 + 1 Trait scale and Holistic scale. A convenience sample of 78 BSN-completion students at two Midwestern universities in the US were recruited to participate. The sample was primarily female (83%) and Caucasian (81%). There were no significant differences between the two groups on self-efficacy scores (p = 0.594). Significant group differences were noted on writing competency as assessed by the 6 + 1 Trait scale (p = 0.004) but not the Holistic scale (p = 0.024). No significant correlation between writing self-efficacy scores and writing competency were apparent (Holistic scale, p = 0.601; 6 + 1 Trait scale, p = 0.615). Writing skill-building needs attention to assure student competency. Educational interventions implemented in BSN education must be tested for efficacy and effectiveness.
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Affiliation(s)
- Louise C Miller
- University of Missouri Sinclair School of Nursing, School of Nursing Building, University of Missouri-Columbia, Columbia, MO, 65211, USA.
| | - Cynthia L Russell
- University of Missouri Kansas City School of Nursing and Health Studies, 2464 Charlotte St, Kansas City, MO, 64108, USA.
| | - An-Lin Cheng
- University of Missouri Kansas City School of Medicine, 2411 Holmes St, Kansas City, MO, 64108, USA.
| | - Shawn Zembles
- University of Missouri Kansas City School of Nursing and Health Studies, 2464 Charlotte St, Kansas City, MO, 64108, USA.
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18
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Jefferies D, McNally S, Roberts K, Wallace A, Stunden A, D'Souza S, Glew P. The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review. NURSE EDUCATION TODAY 2018; 60:84-91. [PMID: 29055236 DOI: 10.1016/j.nedt.2017.09.020] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2017] [Revised: 08/31/2017] [Accepted: 09/30/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVES This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice. DESIGN A systematic review of qualitative studies and expert opinion publications. DATA SOURCES A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English. REVIEW METHODS We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria. RESULTS Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice. CONCLUSIONS This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an undergraduate nursing programme.
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Affiliation(s)
- Diana Jefferies
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Stephen McNally
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Katriona Roberts
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Anna Wallace
- Western Sydney University, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Annette Stunden
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Suzanne D'Souza
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia. SD'
| | - Paul Glew
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia; Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Australia.
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19
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Nurses’ views on the impact of mass media on the public perception of nursing and nurse–service user interactions. J Res Nurs 2017. [DOI: 10.1177/1744987117736363] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
The aim of this study was to examine nurses’ views on the impact that mass media has on service users and how this affects nurse/service user interactions. Internationally, the mass media is an important source of health information for the public. Media framing therefore exerts considerable influence on the public’s perceptions of healthcare professionals and services. However, it is not known how the reporting of health stories by the media impacts the work of front-line nursing staff. This is a qualitative interpretivist study using a single case study design, and includes semi-structured interviews with qualified nursing staff ( n = 31) within a large hospital in the United Kingdom. There are three key themes: ‘scaremongering health stories’, ‘negative portrayal of the nursing profession’ and ‘informed service users’. Nurses perceived media framing of health and healthcare services as predominantly negative. Nurses need greater awareness of how service users receive and respond to health information and how health stories are reported. Closer engagement between health journalists and nurses through ‘journalist-in-residence’ programmes could enable nurses and journalists to gain greater appreciation of their respective sets of knowledge to support shared and informed decision-making between service users and professionals.
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20
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Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study. Nurse Educ Pract 2017; 23:30-39. [DOI: 10.1016/j.nepr.2017.02.003] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2015] [Revised: 09/05/2016] [Accepted: 02/02/2017] [Indexed: 11/23/2022]
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Hawks SJ, Turner KM, Derouin AL, Hueckel RM, Leonardelli AK, Oermann MH. Writing Across the Curriculum: Strategies to Improve the Writing Skills of Nursing Students. Nurs Forum 2015; 51:261-267. [PMID: 26534870 DOI: 10.1111/nuf.12151] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
BACKGROUND Writing across the curriculum (WAC) is a strategy in which writing instruction occurs in classes outside of composition, literature, and other English courses. This literature review was conducted to identify and synthesize the peer-reviewed literature about WAC in nursing education. METHODS The team performed searches of MEDLINE (PubMed), CINAHL Plus With Full Text, and ERIC for articles published between January 2003 and April 2014. A combination of Medical Subject Heading terms (or equivalent) and keywords were used to create the database search strategies. RESULTS There were 48 articles that discussed WAC. Most of the papers described writing courses in nursing programs, strategies to teach writing to nursing students, and writing activities or assignments within nursing courses. High-level evidence examining the impact of writing strategies and exercises in courses and occurring across the curriculum was lacking. Only 18 (37.5%) of these papers were evaluative; most of the databased articles were either author observations or perceptions of changes in students' writing ability, or low-level research studies. CONCLUSIONS Strategies, assignments, and courses intended to promote writing skills of nursing students were documented in this literature review; however, further evaluation is needed to determine which are most effective. Hawks Turner Derouin Hueckel Leonardelli Oermann.
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Azizi-Fini I, Hajibagheri A, Adib-Hajbaghery M. Critical thinking skills in nursing students: a comparison between freshmen and senior students. Nurs Midwifery Stud 2015; 4:e25721. [PMID: 25830160 PMCID: PMC4377532 DOI: 10.17795/nmsjournal25721] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2014] [Revised: 01/05/2015] [Accepted: 01/07/2015] [Indexed: 12/28/2022] Open
Abstract
Background: Critical thinking is one of the most important concepts in the field of education. Despite studies published on nursing students’ critical thinking skills (CTS), some suggest that there is not enough evidence supporting the relationship between content of nursing education programs and nursing students’ CTS. Objectives: Given the existing discrepancies, this study aimed to compare the critical thinking skills of freshmen and senior nursing students. Patients and Methods: This comparative study was conducted on 150 undergraduate freshmen and senior nursing students in Kashan University of Medical Sciences, during 2012. The students in the first and the last semesters of their study in nursing were entered in the study using the census method. Data were collected using a questionnaire including questions on demographic data and the California Critical Thinking Skills Test, form B. Data analysis was performed using the SPSS v.13 software. Descriptive statistics were calculated. Moreover, independent sample t-test and Spearman and Pearson’s correlation coefficients were used in the data analysis. Results: Both the freshmen and senior nursing students had low CTS. The mean critical thinking scores were 11.79 ± 4.80 and 11.21 ± 3.17 for the freshmen and the senior students, respectively (P = 0.511). Moreover, no significant correlation was found between the students’ score in CTS and their age, gender, high school grade point average (GPA), rank in university entrance examination (RUEE) and interest in the nursing profession. Conclusions: The students were low skilled in critical thinking and their CTS did not significantly change during their nursing degree. Thus it may be concluded that the nursing education program did not affect the CTS of its students. Longitudinal studies are suggested for assessing nursing students’ critical thinking over time. Moreover, revising the curriculum and preparing nursing educators for implementing innovative and active teaching strategies are suggested.
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Affiliation(s)
- Ismail Azizi-Fini
- School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, IR Iran
| | - Ali Hajibagheri
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, IR Iran
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Oermann MH, Leonardelli AK, Turner KM, Hawks SJ, Derouin AL, Hueckel RM. Systematic Review of Educational Programs and Strategies for Developing Students’ and Nurses’ Writing Skills. J Nurs Educ 2015; 54:28-34. [DOI: 10.3928/01484834-20141224-01] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2014] [Accepted: 10/28/2014] [Indexed: 11/20/2022]
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Tuvesson H, Borglin G. The challenge of giving written thesis feedback to nursing students. NURSE EDUCATION TODAY 2014; 34:1343-1345. [PMID: 25042741 DOI: 10.1016/j.nedt.2014.07.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2014] [Revised: 05/20/2014] [Accepted: 07/03/2014] [Indexed: 06/03/2023]
Abstract
Providing effective written feedback on nursing student's assignments can be a challenging task for any assessor. Additionally, as the student groups tend to become larger, written feedback is likely to gain an overall more prominent position than verbal feedback. Lack of formal training or regular discussion in the teaching faculty about the skill set needed to provide written feedback could negatively affect the students' learning abilities. In this brief paper, we discuss written feedback practices, whilst using the Bachelor of Science in Nursing thesis as an example. Our aim is to highlight the importance of an informed understanding of the impact written feedback can have on students. Creating awareness about this can facilitate the development of more strategic and successful written feedback strategies. We end by offering examples of some relatively simple strategies for improving this practice.
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Affiliation(s)
- Hanna Tuvesson
- School of Health Science, Blekinge Institute of Technology, SE-37971 Karlskrona, Blekinge, Sweden; Faculty of Health and Society, Malmö University, SE-20506 Malmö, Sweden.
| | - Gunilla Borglin
- School of Health Science, Blekinge Institute of Technology, SE-37971 Karlskrona, Blekinge, Sweden; Faculty of Health and Society, Malmö University, SE-20506 Malmö, Sweden
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Millberg LG, Berg L, Brämberg EB, Nordström G, Ohlén J. Academic learning for specialist nurses: a grounded theory study. Nurse Educ Pract 2014; 14:714-21. [PMID: 25240945 DOI: 10.1016/j.nepr.2014.08.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2013] [Revised: 08/27/2014] [Accepted: 08/29/2014] [Indexed: 11/18/2022]
Abstract
The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful.
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Affiliation(s)
- Lena German Millberg
- Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, SE-651 88 Karlstad, Sweden.
| | - Linda Berg
- Institute of Health and Care Sciences, Sahlgrenska Academy at the University of Gothenburg, P.O.Box 457, SE-40530 Gothenburg, Sweden.
| | - Elisabeth Björk Brämberg
- Institute of Health and Care Sciences, Sahlgrenska Academy at the University of Gothenburg, P.O.Box 457, SE-40530 Gothenburg, Sweden; Division of Intervention and Implementation Research, Institute of Environmental Medicine, Karolinska Institute, 171 77 Stockholm, Sweden.
| | - Gun Nordström
- Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, SE-651 88 Karlstad, Sweden; Faculty of Public Health, Department of Nursing, Hedmark University College, Elverum, Norway.
| | - Joakim Ohlén
- Institute of Health and Care Sciences and Centre for Person-Centred Care, University of Gothenburg, P.O.Box 457, SE-40530 Gothenburg, Sweden; Palliative Research Centre, Ersta Sköndal University, Ersta Hospital, Stockholm, Sweden.
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Students' and experts' perspectives on three learning and teaching activities. Nurse Educ Pract 2014; 14:449-54. [PMID: 24679519 DOI: 10.1016/j.nepr.2014.03.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2012] [Revised: 01/16/2014] [Accepted: 03/04/2014] [Indexed: 11/21/2022]
Abstract
Nursing is a profession that closely related to human life, and nurses are required to demonstrate critical thinking and creativity in providing health care services. However, traditional teaching approaches usually limit students' autonomy and freedom of expressing their thoughts and feelings. In order to develop the corresponding competence of nursing students, I adopted three teaching innovations, namely writing poems, composing songs, and using role plays in a nursing problem-based learning class in a university in Hong Kong. According to students' reflective notes and comments from two international expert reviewers, participating in these activities is a valuable experience and students were able to develop clinical reasoning, empathy, team spirit, motivation to learn, creativity, and ability to summarise and reconstruct knowledge. It is hoped that more innovative learning activities will be implemented, to prepare professional and ethical nurses in the future. It is also hoped that this study could provide other PBL educators some insights in innovative problem-based learning activities.
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van Bekkum JE, Hilton S. Primary care nurses' experiences of how the mass media influence frontline healthcare in the UK. BMC FAMILY PRACTICE 2013; 14:178. [PMID: 24267614 PMCID: PMC4222829 DOI: 10.1186/1471-2296-14-178] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/02/2013] [Accepted: 11/19/2013] [Indexed: 11/18/2022]
Abstract
Background Mass media plays an important role in communicating about health research and services to patients, and in shaping public perceptions and decisions about health. Healthcare professionals also play an important role in providing patients with credible, evidence-based and up-to-date information on a wide range of health issues. This study aims to explore primary care nurses’ experiences of how mass media influences frontline healthcare. Methods In-depth telephone interviews were carried out with 18 primary care nurses (nine health visitors and nine practice nurses) working in the United Kingdom (UK). Interviews were recorded and transcribed. The data was analysed using thematic analysis, with a focus on constant comparative analysis. Results Three themes emerged from the data. First, participants reported that their patients were frequently influenced by controversial health stories reported in the media, which affected their perceptions of, and decisions about, care. This, in turn, impinged upon participants’ workloads as they had to spend additional time discussing information and reassuring patients. Second, participants also recalled times in their own careers when media reports had contributed to a decline in their confidence in current healthcare practices and treatments. Third, the participants in this study suggested a real need for additional resources to support and expand their own media literacy skills, which could be shared with patients. Conclusion In an ever expanding media landscape with greater reporting on health, nurses working in the primary care setting face increasing pressure to effectively manage media stories that dispute current health policies and practices. These primary care nurses were keen to expand their media literacy skills to develop critical autonomy in relation to all media, and to facilitate more meaningful conversations with their patients about their health concerns and choices.
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Friberg F, Lyckhage ED. Changing essay writing in undergraduate nursing education through action research: a Swedish example. Nurs Educ Perspect 2013; 34:226-232. [PMID: 24187725 DOI: 10.5480/1536-5026-34.4.226] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
AIM This article describes the development of literature-based models for bachelor degree essays in Swedish undergraduate nursing education. Students' experiences in a course with literature-based models for bachelor degree essays are discussed. BACKGROUND The ever-growing body of nursing research and specialized and complex health care practices make great demands on nursing education in terms of preparing students to be both skilled practitioners and users of research. Teaching to help students understand evidence-based practice is a challenge for nursing education. METHODS Action research was used to generate knowledge of and practical solutions to problems in everyday locations. RESULTS Six models were developed: concept analysis, contributing to evidence-based nursing by means of quantitative research, contributing to evidence-based nursing by means of qualitative research, discourse analysis, analysis of narratives, and literature review. CONCLUSIONS Action research was found to be a relevant procedure for changing ways of working with literature-based, bachelor degree essays. The models that were developed increased students' confidence in writing essays and preparedness for the nursing role.
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Affiliation(s)
- Febe Friberg
- Faculty of Social Sciences, Department of Health Studies, University of Stavanger, Norway.
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