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Borzo SR, Cheraghi F, Khatibian M, Noveiri MJS. Clinical reasoning skill of nurses working in teaching medical centers in dealing with practical scenarios of King's model concepts. BMC MEDICAL EDUCATION 2024; 24:280. [PMID: 38481323 PMCID: PMC10938746 DOI: 10.1186/s12909-024-05256-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 03/04/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND The present study was conducted to determine clinical reasoning of nurses working in teaching medical centers in dealing with practical scenarios of King's concepts. METHODS The study population in this cross-sectional descriptive-analytical study comprised 133 nurses. Data were collected using scenarios based on the King's model. Data were analyzed in SPSS-16. FINDINGS Mean age of the participating nurses was 27.71 ± 8.1 years.The clinical reasoning score was less than average in most participating nurses, and had a significant relationship with education(P < 0.05), service ward(P < 0.001)and organizational position(P < 0.05). In the multivariate analysis of factors relating to clinical reasoning, higher education level (B = 9.5, P = 0.018) and organizational position (B = 4.3, P = 0.017) were predictors of clinical reasoning score. DISCUSSION Existing nursing models such as King's, which is closely related to clinical reasoning, can be used more in educational and clinical systems, and as a clinical guide for promoting the clinical reasoning of nurses and students.
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Affiliation(s)
- Seyyed Reza Borzo
- Department of Medical Surgical Nursing, Chronic Disease (Home Care) Research Center, School of Nursing and Midwifery, Hamadan University of Medical Science, Hamadan, Iran
| | - Fatemeh Cheraghi
- Department of Pediatric Nursing, Chronic Disease (Home Care) Research Center, School of Nursing and Midwifery, Hamadan University of Medical Science, Hamadan, Iran
| | - Mahnaz Khatibian
- Department of Medical Surgical Nursing, Maternal and Child Care Research Center, School of Nursing and Midwifery, Hamadan University of Medical Science, Hamadan, Iran
| | - Marzieh Jahani Sayad Noveiri
- Department of Medical Surgery, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
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Lasater K, Nielsen A. The Lasater Clinical Judgment Rubric: 17 Years Later. J Nurs Educ 2024; 63:149-155. [PMID: 38442394 DOI: 10.3928/01484834-20240108-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2024]
Abstract
BACKGROUND Nearly 17 years ago, the Lasater Clinical Judgment Rubric (LCJR) was published to provide a common language and trajectory of students' development to think like a nurse. METHOD This article traces the uses of the LCJR from creation to the present and cites lessons learned from its use. RESULTS During the intervening years, the LCJR has been used effectively as a debriefing guide in simulation and as a research instrument, as well as for formative assessment. The LCJR has been translated or is in process in 19 languages besides English. CONCLUSION This article provides evidence of the efficacy of the LCJR and discusses important lessons learned. [J Nurs Educ. 2024;63(3):149-155.].
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Bussard ME, Jessee MA, El-Banna MM, Cantrell MA, Alrimawi I, Marchi NM, Gonzalez LI, Rischer K, Coy ML, Poledna M, Lavoie P. Current practices for assessing clinical judgment in nursing students and new graduates: A scoping review. NURSE EDUCATION TODAY 2024; 134:106078. [PMID: 38184981 DOI: 10.1016/j.nedt.2023.106078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 12/11/2023] [Accepted: 12/18/2023] [Indexed: 01/09/2024]
Abstract
OBJECTIVE To map current assessment practices for learning outcomes related to nurses' clinical judgment from undergraduate education to entry to practice. DESIGN Scoping review using the Joanna Briggs Institute guidelines and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). DATA SOURCES Electronic databases-Cumulative Index of Nursing and Allied Health Literature (CINAHL Complete; EBSCOhost), EMBASE (Ovid), MEDLINE (Ovid), PsycINFO (Ovid), and Web of Science (Social Sciences Citation Index, Citation Index Expanded)-using a combination of descriptors and keywords related to nursing students, newly graduated nurses, clinical judgment and related terms (e.g., critical thinking, clinical reasoning, clinical decision-making, and problem-solving), and assessment. METHODS Two reviewers independently extracted study characteristics and, for each outcome relevant to clinical judgment, the concept, definition and framework, assessment tool, and the number and schedule of assessments. Data were synthesized narratively and using descriptive statistics. RESULTS Most of the 52 reviewed studies examined the outcome of a discrete educational intervention (76.9 %) in academic settings (78.8 %). Only six studies (11.5 %) involved newly graduated nurses. Clinical judgment (34.6 %), critical thinking (26.9 %), and clinical reasoning (9.6 %) were the three most frequent concepts. Three assessment tools were used in more than one study: the Lasater Clinical Judgment Rubric (n = 22, 42.3 %), the California Critical Thinking Skills Test (n = 9, 17.3 %), and the Health Science Reasoning Test (n = 2, 3.8 %). Eleven studies (21.2 %) used assessment tools designed for the study. CONCLUSION In addition to a disparate understanding of underlying concepts, there are minimal published studies on the assessment of nursing students and nurses' clinical judgment, especially for longitudinal assessment from education to clinical practice. Although there is some existing research on this topic, further studies are necessary to establish valid and reliable clinical competency assessment methods that effectively integrate clinical judgment in clinical situations at relevant time points.
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Affiliation(s)
- Michelle E Bussard
- School of Nursing, Bowling Green State University, 924 Ridge St., Bowling Green, OH 43403, USA.
| | - Mary Ann Jessee
- School of Nursing, Vanderbilt University, 461 21(st) Avenue South, Nashville, TN 37240, USA.
| | - Majeda M El-Banna
- School of Nursing, George Washington University, 45085 University Drive, Innovation Hall, Ashburn, VA 20147, USA.
| | - Mary Ann Cantrell
- College of Nursing, Villanova University, 800 E. Lancaster Ave., Villanova, PA 19085, USA.
| | - Intima Alrimawi
- School of Nursing, Georgetown University, St. Mary's Hall, 3700 Reservoir Rd. NW, Washington, DC 20057, USA.
| | - Nadine M Marchi
- Inova Health System, 3300 Gallows Road, Falls Church, VA 22042-3300, USA.
| | - Lisa I Gonzalez
- College of Southern Maryland, 8730 Mitchell Rd, La Plata, MD 20646, USA.
| | - Keith Rischer
- KeithRN, 6417 Penn Ave S, Ste 8, iPMB 1383, Minneapolis, MN 55423, USA.
| | - Michelle L Coy
- Mayo Clinic College of Medicine and Science, 200 First Street Southwest, Rochester, MN 55905, USA.
| | - Mari Poledna
- Arizona State University, 411 North Central Ave, Phoeniz, AZ 85004, USA.
| | - Patrick Lavoie
- Faculty of Nursing, Université de Montréal, 2375 Chemin De la Côte-Sainte-Catherine, Montreal, Quebec H3C 3J7, Canada; Montreal Heart Institute Research Center, 5000 rue Bélanger, Montreal, Quebec H1T 1C8, Canada.
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Charania NAMA. Enhanced Classroom Engagement: Implementation of an Inclusive Teaching Strategy. J Nurs Educ 2024; 63:120-127. [PMID: 37738073 DOI: 10.3928/01484834-20230815-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/23/2023]
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic posed challenges to nursing faculties, including transitioning to a virtual teaching platform and ensuring inclusivity, active engagement, and social justice, which are the hallmarks of excellence in nursing education. A three-step teaching strategy called enhanced classroom engagement (ECE-TS) was created. METHOD The first step in ECE-TS required groups of students to read the assigned article and share five takeaways before class. The second step required each group to discuss and prepare a presentation using a rubric. The final step required each group to give a presentation to the class. RESULTS Students noted ECE-TS promoted (a) individual learning; (b) collective learning; (c) inclusivity; (d) connection among students; (e) change in the classroom environment; and (f) generated proposals for future directions related to ECE-TS. CONCLUSION ECE-TS, which is a promising strategy that promotes social justice, must be tested across teaching formats and programs. [J Nurs Educ. 2024;63(2):120-127.].
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Yang J, Zhou WJ, Zhou SC, Luo D, Liu Q, Wang AL, Yu SH, Zhu XP, He XY, Hu F, Yang BX, Chen J. Integrated virtual simulation and face-to-face simulation for clinical judgment training among undergraduate nursing students: a mixed-methods study. BMC MEDICAL EDUCATION 2024; 24:32. [PMID: 38183036 PMCID: PMC10768231 DOI: 10.1186/s12909-023-04988-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Accepted: 12/18/2023] [Indexed: 01/07/2024]
Abstract
BACKGROUND Virtual simulation and face-to-face simulation are effective for clinical judgment training. Rare studies have tried to improve clinical judgment ability by applying virtual simulation and face-to-face simulation together. This study aimed to evaluate the effect of an integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program on enhancing nursing students' clinical judgment ability and understanding of nursing students' experiences of the combined simulation. METHODS A sequential exploratory mixed-methods study was conducted in a nursing simulation center of a university in Central China. Third-year nursing students (n = 122) taking clinical training in ICUs were subsequentially assigned to the integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program arm (n = 61) or the face-to-face simulation-only arm (n = 61) according to the order in which they entered in ICU training. Clinical judgment ability was measured by the Lasater Clinical Judgment Rubric (LCJR). Focus group interviews were conducted to gather qualitative data. RESULTS Students in both arms demonstrated significant improvement in clinical judgment ability scores after simulation, and students in the integrated arm reported more improvement than students in the face-to-face simulation-only arm. The qualitative quotes provided a context for the quantitative improvement measured by the LJCR in the integrated arm. Most of the quantitative findings were confirmed by qualitative findings, including the domains and items in the LJCR. The findings verified and favored the effect of the combination of non-immersive virtual simulation and high-fidelity face-to-face simulation integrated program on enhancing nursing students' clinical judgment ability. CONCLUSIONS The integrated virtual simulation and face-to-face simulation program was feasible and enhanced nursing students' self-reported clinical judgment ability. This integrated non-immersive virtual simulation and high-fidelity face-to-face simulation program may benefit nursing students and newly graduated nurses in the ICU more than face-to-face simulation only.
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Affiliation(s)
- Jian Yang
- Department of Thoracic Surgery, Zhongnan Hospital of Wuhan University, No. 169 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China
| | - Wen Jie Zhou
- Department of Cardiology, Renmin Hospital of Wuhan University, No. 238 Jiefang Road, Wuchang District, Wuhan, 430060, Hubei, China
| | - Si Chen Zhou
- School of Nursing, Wuhan University, No. 115 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China
| | - Dan Luo
- School of Nursing, Wuhan University, No. 115 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China
| | - Qian Liu
- School of Nursing, Wuhan University, No. 115 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China
| | - Ai-Ling Wang
- School of Nursing, Wuhan University, No. 115 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China
| | - Si-Hong Yu
- School of Nursing, Wuhan University, No. 115 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China
| | - Xiao-Ping Zhu
- Hospital Quality and Safety Management Office, Zhongnan Hospital of Wuhan University, No. 169 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China
| | - Xue Yu He
- Department of Thoracic Surgery, Zhongnan Hospital of Wuhan University, No. 169 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China.
| | - Fen Hu
- Department of Critical Care Medicine, Zhongnan Hospital of Wuhan University, No. 169 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China.
- Clinical Research Center of Hubei Critical Care Medicine, No. 169 Donghu Road, Wuchang District, Wuhan, 430071, China.
- Center for Critical Care and Anesthesia Nursing Research, Wuhan University School of Nursing, No. 115 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China.
| | - Bing Xiang Yang
- School of Nursing, Wuhan University, No. 115 Donghu Road, Wuchang District, Wuhan, 430071, Hubei, China.
| | - Jie Chen
- Florida State University College of Nursing, 98 Varsity Way, Tallahassee, FL, 32306, USA.
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Nguyen TV, Tang MF, Kuo SY, Hu SH, Ngoc TDT, Chuang YH. Nursing students' critical thinking and associated factors in Vietnam: A multicenter cross-sectional study. Nurse Educ Pract 2023; 73:103823. [PMID: 37951065 DOI: 10.1016/j.nepr.2023.103823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Revised: 10/15/2023] [Accepted: 10/24/2023] [Indexed: 11/13/2023]
Abstract
AIMS This study aimed to evaluate the critical thinking abilities of senior nursing students in Vietnam and determine factors associated with their critical thinking disposition and skills. BACKGROUND Assessing critical thinking competence is crucial for determining senior nursing students' preparedness for entering the healthcare workforce and can be used to examine current nursing education's ability to cultivate nursing students' critical thinking. However, little research was found on critical thinking among Vietnamese nursing students. DESIGN A multicenter cross-sectional research design. METHODS A convenience sample of 533 senior nursing students from six universities in Vietnam participated in this study. All participants completed the online questionnaires, including basic information, a subscale of the Motivated Strategy for Learning Questionnaire (MSLQ), Critical Thinking Disposition Scale (CTDS), and Critical Thinking Self-Assessment Scale (CTSAS). RESULTS The mean score for the CTDS was 42.81 (standard deviation (SD) = 5.29), while the mean score for the CTSAS was 168.29 (SD = 44.43). Results of the multiple linear-regression analysis showed that an increase in self-study hours per day (B = 0.41, p = 0.007), higher self-efficacy in learning and performance (B = 0.26, p < 0.001), and a more-supportive environment (B = 0.97, p < 0.001) were predictors of critical thinking disposition. Moreover, an increase in self-study hours per day (B = 4.09, p = 0.001), higher self-efficacy in learning and performance (B = 2.65, p < 0.001), a more-supportive environment (B = 7.74, p < 0.001), and more experience with research (B = 7.03, p = 0.03) were predictors of critical thinking skills. CONCLUSIONS This study revealed that senior nursing students in Vietnam possess a moderate level of critical thinking abilities. Those students who dedicate more hours to self-study, demonstrate higher self-efficacy in learning and performance, experience a supportive environment, and engage in more research activities exhibit better critical thinking disposition and skills. The findings highlight the ongoing need to enhance critical thinking disposition and skills of nursing students in Vietnam. It is suggested that nursing faculty members should develop the appropriate strategies to improve nursing students' critical thinking disposition and skills.
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Affiliation(s)
- Trung V Nguyen
- Nursing Department, Faculty of Medicine and Pharmacy, Tra Vinh University, 126 Nguyen Thien Thanh St., Ward 5, Tra Vinh City 87000, Vietnam; School of Nursing, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 11031, Taiwan
| | - Mei-Fen Tang
- Department of Nursing, Wan Fang Hospital, Taipei Medical University, 111 Xinglong Rd, Section 3. Wenshan District, Taipei 11696, Taiwan; Research Center in Nursing Clinical Practice, Wan Fang Hospital, Taipei Medical University, 111 Xinglong Rd, Section 3. Wenshan District, Taipei 11696, Taiwan
| | - Shu-Yu Kuo
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 11031, Taiwan
| | - Sophia H Hu
- Department of Nursing, College of Nursing, National Yang Ming Chiao Tung University, 155 Linong St., Section 2, Taipei 112, Taiwan
| | - Thanh D T Ngoc
- Faculty of Nursing - Medical Technology, Pham Ngoc Thach University of Medicine, 2 Duong Quang Trung St., Ward 12, District 10, Ho Chi Minh City 72713, Vietnam
| | - Yeu-Hui Chuang
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wu-Xing St., Taipei 11031, Taiwan; Department of Nursing, Wan Fang Hospital, Taipei Medical University, 111 Xinglong Rd, Section 3. Wenshan District, Taipei 11696, Taiwan; Research Center in Nursing Clinical Practice, Wan Fang Hospital, Taipei Medical University, 111 Xinglong Rd, Section 3. Wenshan District, Taipei 11696, Taiwan.
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Deschênes MF, Maheu-Cadotte MA, Fontaine G, Dionne É. Scoring Methods in Script Concordance Tests: An Exploratory Psychometric Study. J Nurs Educ 2023; 62:549-555. [PMID: 37812827 DOI: 10.3928/01484834-20230815-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/11/2023]
Abstract
BACKGROUND Despite the increasingly popular role of script concordance test (SCT) scoring methods in the evaluation of clinical reasoning, studies examining these methods in nursing are relatively scarce. This study explored the psychometric properties of five SCT scoring methods. METHOD An SCT was administered to 12 experts and 43 learners. Scores were calculated using five methods and descriptive statistics. Differences in scores were assessed with the Mann-Whitney U test, and Spearman correlation coefficients were calculated for the different methods. RESULTS The median scores of both experts and learners differed substantially according to the scoring method used. Learners' scores were statistically different from experts' scores (p < .01) for each method. Spearman coefficients (range, 0.44 to 0.95) were positive for the different methods. CONCLUSION Further research is needed to refine the influence of SCT scoring methods for use in certifying assessment of clinical reasoning in nursing. [J Nurs Educ. 2023;62(10):549-555.].
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Manik MJ, Callaway P. The implementation of Tanner's Clinical Judgment Model and the Indonesian version of the Lasater Clinical Judgment Rubric in the clinical setting. Appl Nurs Res 2023; 73:151725. [PMID: 37722793 DOI: 10.1016/j.apnr.2023.151725] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 07/20/2023] [Accepted: 08/01/2023] [Indexed: 09/20/2023]
Abstract
A critical component for nurses to provide safe and quality care with strong patient outcomes is clinical judgment. This study aimed to identify the difference in the clinical judgment score in newly graduated nurses by implementing Tanner's Clinical Judgment Model. This study followed an experimental design with a pretest-posttest and involved thirty-two newly graduated nurses from three private hospitals in Indonesia. The intervention group had a scheduled post-conference with their preceptors using Tanner's Clinical Judgment Model's guidelines with high-level, open-ended questions for two consecutive weeks. Independent samples t-test was used to compare pre-and post-test scores utilizing the valid and reliable Indonesia version of the Lasater Clinical Judgment Rubric. There was no significant difference between the pre-test results of the intervention and control groups, with a significance value of 0.647. The results indicated a significant difference in the mean clinical judgment scores between the intervention and control groups after two weeks of intervention, where the intervention group's scores were higher than the control group's with a significance value of <0.001 with a mean difference of 6.75 and CI of 95 % (4.18-9.31). Tanner's Clinical Judgment Model showed a significant impact in increasing clinical judgment scores. The Indonesia version of the Lasater Clinical Judgment Rubric is a valuable tool for assessing and evaluating the development of clinical judgment and provides detailed targeted areas needing improvement. Preceptors and nursing leaders in the clinical setting should continue to use this model and tools to assist newly graduated nurses in developing clinical judgment skills during their transition period.
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Affiliation(s)
| | - Penny Callaway
- Division of Doctoral Nursing, Indiana Wesleyan University, Marion, Indiana, United States of America
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Dong M, Li F, Chang H. Trends and hotspots in critical thinking research over the past two decades: Insights from a bibliometric analysis. Heliyon 2023; 9:e16934. [PMID: 37441412 PMCID: PMC10333430 DOI: 10.1016/j.heliyon.2023.e16934] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 05/30/2023] [Accepted: 06/01/2023] [Indexed: 07/15/2023] Open
Abstract
Critical thinking has received significant scholarly attention in education over the years. This study conducted a bibliometric analysis of critical thinking during the last two decades (2000-2021) to identify research trends and hotspots of critical thinking. After data processing, 2043 publications related to critical thinking were retrieved from the Web of Science (WOS). Our analysis covers the number of publications per year, most used keywords, most productive countries/regions, institutions and authors, and most cited publications. The results show that critical thinking received increasing interest throughout this period; the research topics of critical thinking were rich and constantly evolving; the publications in western countries/regions have a stronger impact and higher recognition than do those in non-western countries; and critical thinking instruction has become the most popular research topic. This study holds important implications and should serve as a reference for future research.
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Affiliation(s)
- Manxia Dong
- Professor of Language Assessment and English Education, Sichuan International Studies University, Chongqing, China
| | - Fuli Li
- English Teacher, Longjin Middle School, Shenzhen, Guanddong, China
| | - Huiming Chang
- Sichuan International Studies University, Chongqing, China
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Nguyen TV, Kuo CL, Wang CY, Le NT, Nguyen MTT, Chuang YH. Assessment of the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale. NURSE EDUCATION TODAY 2023; 127:105848. [PMID: 37257290 DOI: 10.1016/j.nedt.2023.105848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 04/21/2023] [Accepted: 05/13/2023] [Indexed: 06/02/2023]
Abstract
BACKGROUND The Critical Thinking Disposition Scale is a valid and reliable tool for assessing an individual's attitudes towards critical thinking. However, it is unclear if the scale can be used with Vietnamese nursing students. OBJECTIVES This study aimed to translate the scale into Vietnamese and examine the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale (CTDS-V). SETTINGS Data were collected from senior nursing students at four universities in southern Vietnam in October and December 2022. PARTICIPANTS In total, 398 senior nursing students participated in this study. METHODS A cross-cultural adaptation of the CTDS-V was carried out with participants obtained through convenience sampling. Data were collected through an online survey. The study evaluated the validity of the CTDS-V by examining the content validity, concurrent validity, and construct validity, employing both Exploratory and Confirmatory Factor Analyses. The study also reported the internal consistency reliability using Cronbach's alpha and test-retest stability of the CTDS-V. RESULTS The CTDS-V had a good content validity index with a score of at least 0.85 for each item and an excellent overall content validity index of 0.96. Exploratory Factor Analysis identified two factors, critical openness, and reflective scepticism, with 11 items. Confirmatory Factor Analysis provided an acceptable fit model and supported the factor structure of the original scale. Cronbach's alpha coefficient of the scale was 0.88, and those of the two subscales were each 0.84. The test-retest stability of the CTDS-V was good with an intraclass correlation coefficient of 0.98 (95 % confidence interval = 0.96, 0.99). CONCLUSIONS This study indicated that the CTDS-V is a valid and reliable tool for assessing the critical thinking disposition of nursing students. The scale is short, rendering it feasible for regular use in education and research.
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Affiliation(s)
- Trung V Nguyen
- School of Nursing, College of Nursing, Taipei Medical University, Taipei City, Taiwan; Nursing Department, Faculty of Medicine and Pharmacy, Tra Vinh University, Tra Vinh City, Vietnam.
| | - Chien-Lin Kuo
- Department of Allied Health Education & Digital Learning, National Taipei University of Nursing and Health Sciences, Taipei City, Taiwan.
| | - Chih-Yu Wang
- School of Nursing, College of Nursing, Taipei Medical University, Taipei City, Taiwan.
| | - Ngoc Tuyet Le
- Faculty of Nursing and Medical Technology, University of Medicine and Pharmacy at Ho Chi Minh City, Ho Chi Minh City, Vietnam.
| | - Mai Trinh T Nguyen
- Faculty of Nursing and Medical Technology, Can Tho University of Medicine and Pharmacy, Can Tho City, Vietnam.
| | - Yeu-Hui Chuang
- School of Nursing, College of Nursing, Taipei Medical University, Taipei City, Taiwan; Department of Nursing, Wan Fang Hospital, Taipei Medical University, Taipei City, Taiwan; Research Center in Nursing Clinical Practice, Wan Fang Hospital, Taipei Medical University, Taipei City, Taiwan.
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Ma YC, Jiang JL, Lin YC. The Outcome-Present State Test Model of Clinical Reasoning to Promote Critical Thinking in Psychiatric Nursing Practice among Nursing Students: A Mixed Research Study. Healthcare (Basel) 2023; 11:healthcare11040545. [PMID: 36833080 PMCID: PMC9957117 DOI: 10.3390/healthcare11040545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 02/08/2023] [Accepted: 02/10/2023] [Indexed: 02/16/2023] Open
Abstract
This study determined whether teaching intervention using the outcome-present state test (OPT) clinical reasoning model can effectively improve critical thinking in nursing students during a psychiatry internship. In addition, it evaluates the experiences of the students using this model in clinical practice. METHODS In this interventional study, 19 students were taught critical thinking skills using the OPT clinical reasoning model during a psychiatry clinical practice. Work-learning forms were used in daily 1 h individual and group discussions with students. The critical thinking disposition scale was completed by every student before and after the intervention. Moreover, the students were asked to the complete reflection experience forms. RESULTS The average critical thinking disposition pre-intervention score was 95.21, whereas the average post-intervention score was 97.05, indicating an increase of 1.84. There was a significant increase in the fourth dimension of open-mindedness (z = -2.80, p < 0.01). The learning experience has been likened to a process of clearing the fog, and it involves the use of limited known conditions, thinking outside the box, and adaptation to complex care issues. CONCLUSION Using the OPT clinical reasoning model as a teaching strategy during a psychiatric nursing internship significantly improved the open-mindedness dimension among the students. The student reflective experience of talking to teachers as peers helped students identify clues and reframe problems related to clinical care. Additionally, the students reported that this led to more harmonious interactions with their teachers.
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Affiliation(s)
- Yu-Chin Ma
- Correspondence: ; Tel.: +886-3-856-5301 (ext. 2236)
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Sterner A, Sköld R, Andersson H. Effects of Blended Simulation on Nursing Students' Critical Thinking Skills: A Quantitative Study. SAGE Open Nurs 2023; 9:23779608231177566. [PMID: 37223219 PMCID: PMC10201174 DOI: 10.1177/23779608231177566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 04/14/2023] [Accepted: 05/06/2023] [Indexed: 05/25/2023] Open
Abstract
Introduction Critical thinking is regarded as imperative to healthcare quality and patient outcomes; therefore, effective strategies in nursing education are required to promote students' critical thinking abilities, leading to their success in clinical work. Accordingly, simulation-based education has been suggested as a measure for achieving this goal. Objective The aim of this study was to explore whether a nursing education course with blended simulation activities (hands-on simulations with high-fidelity manikins and a web-based interactive simulation program) could increase nursing students' critical thinking skills. Method A quasiexperimental, one-group pretest and post-test design was utilized. Data were collected through premeasurement and postmeasurement using a critical thinking questionnaire and were analyzed using paired sample t-tests, independent sample t-tests, and the nonparametric Wilcoxon signed-rank test. The effect size was calculated using Cohen's d formula. Results Sixty-one nursing students (57 women and four men, mean age 30 years) participated in the study. Findings of the paired sample t-test showed a significantly higher mean score for posteducation than pre-education, indicating a significant change in nurses' critical thinking capabilities (p < .001). The results for Cohen's d formula ( - 0.87) of the mean scores between pre-education and posteducation indicated a large effect size. The Wilcoxon signed-rank test also showed a statistically significant increase in the students' critical thinking abilities between pre-education and posteducation measures (p < .001). No statistically significant differences were found in the mean score according to age or sex. Conclusion This study concluded that blended simulation-based education can increase nursing students' critical thinking capabilities. As a result, this study builds on the use of simulation as a measure for developing and promoting critical thinking abilities during nursing education.
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Affiliation(s)
- Anders Sterner
- Faculty of Caring Sciences, Work Life and
Social Welfare, University of Borås, Borås, Sweden
| | - Robert Sköld
- Faculty of Caring Sciences, Work Life and
Social Welfare, University of Borås, Borås, Sweden
| | - Henrik Andersson
- Faculty of Caring Sciences, Work Life and
Social Welfare, University of Borås, Borås, Sweden
- Centre for Prehospital Research,
Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås,
Sweden
- Centre of Interprofessional Cooperation
within Emergency Care (CICE), Linnaeus University, Växjö, Sweden
- Department of Health and Caring
Sciences, Linnaeus University, Växjö, Sweden
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13
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Hartigan-Rogers JA, d'Eon P. Engaging the creative heArts of nurse educators: a novel conceptual model. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0131. [PMID: 37452636 DOI: 10.1515/ijnes-2022-0131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 06/19/2023] [Indexed: 07/18/2023]
Abstract
OBJECTIVES Nurse educators are increasingly challenged in preparing future nurses to be creative thinkers. The purpose of this innovative quality improvement initiative is to share nursing students' interpretations of the value arts-based pedagogy (ABP) brings to their nursing practice. METHODS Braun and Clarke's approach to thematic analysis was utilized to identify and report patterns of ideas within learners' interpretations of engaging in an ABP assignment. RESULTS The analysis of students' interpretations led to the creation of a novel conceptual model to encourage and support nurse educators in the use of innovative ABP approaches. CONCLUSIONS ABP can be seamlessly integrated within teaching and learning methodologies to cultivate meaningful student learning. IMPLICATIONS FOR INTERNATIONAL AUDIENCE The intent of the conceptual model is to encourage and support nurse educators in the use of innovative ABP approaches designed for engaging nursing students in active, creative, and challenging learning environments.
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Affiliation(s)
| | - Paula d'Eon
- School of Nursing (Yarmouth Campus), Dalhousie University Faculty of Health, Halifax, NS, Canada
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14
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Using unfolding case scenarios to promote clinical reasoning for nurse practitioner students. J Am Assoc Nurse Pract 2023; 35:55-62. [PMID: 36477389 DOI: 10.1097/jxx.0000000000000806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 10/10/2022] [Indexed: 12/13/2022]
Abstract
ABSTRACT This article describes how an unfolding case study can be used to promote the development of clinical reasoning through students' self-reported perceptions, although at the same time facilitating collaboration among providers from various specialties. An unfolding case (evolving case) provides sequential information about a patient's illness trajectory as they experience the illness and related symptomology. An unfolding case study was implemented during a college skills laboratory immersion experience for 33 nurse practitioner (NP) students who were in their final year of the NP program. Students were invited per email to complete a confidential REDCap survey after the case presentation and discussion. Twenty-three students completed the survey. More than half of the students (52%) stated the review of the unfolding case offered "significant learning value" and 78% rated the unfolding case as being "very to extremely" helpful in creating opportunities for critical thinking and engagement in clinical reasoning. Implementing unfolding case studies in NP student program curricula promotes critical thinking, clinical reasoning, and allows opportunities to engage in interprofessional collaboration.
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Zuriguel-Pérez E, Lluch-Canut MT, Puig-Llobet M, Basco-Prado L, Almazor-Sirvent A, Biurrun-Garrido A, Aguayo-González MP, Mestres-Soler O, Roldán-Merino J. The nursing critical thinking in clinical practice questionnaire for nursing students: A psychometric evaluation study. Nurse Educ Pract 2022; 65:103498. [DOI: 10.1016/j.nepr.2022.103498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 08/14/2022] [Accepted: 10/29/2022] [Indexed: 11/07/2022]
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Zhen C, Zonghua W, Yu L, Huijuan M, Jing T, Suofei Z, Lei Z. Development and application of an online learning platform for nursing ethics: A teaching practice research. NURSE EDUCATION TODAY 2022; 112:105336. [PMID: 35378416 DOI: 10.1016/j.nedt.2022.105336] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Revised: 02/05/2022] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND It is crucial to diversify the methods for clinical nurses to continue learning nursing ethics in that ethical decision-making ability in nursing is regarded as one of the core competencies in nursing practice. OBJECTIVE In response to nurses' learning needs for nursing ethics, this study built an online learning platform for the pertinent topic, and tested its effect on improving nurses' ethical decision-making ability and critical thinking ability. DESIGN A qualitative method was adopted to develop interventions, which were designed as a teaching practice research consisting of a study group and a control group. PARTICIPANTS A total of 93 nurses, including 20 interviewees and 30 in the study group and 43 in the control group. METHOD Qualitative methods were employed to understand the learning needs of nurses. The judgment about nursing decisions and the critical thinking disposition inventory, learning effectiveness questionnaire and learning software quality evaluation scale were used as research tools in this teaching practice research. The SPSS 25.0 was adopted to analyze data by paired sample t-test and independent sample t-test. RESULTS In the measurement of the judgment about nursing decisions scale, the study group scored higher than the control group. The critical thinking disposition inventory scale identified a similar result in the total score incorporating the four dimensions, including analyticity, systematicity, critical thinking self-confidence, inquisitiveness. There is a correlation between learning software quality and learning effect, with a correlation coefficient of 0.640. CONCLUSION The online learning platform of nursing ethics built in this study has positive learning effects, and it demonstrates effectiveness to improve nurses' abilities in nursing ethics, decision-making and critical thinking. It is expected to be a viable way to improve the continuity of nurses' study of ethics.
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Affiliation(s)
- Cheng Zhen
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing 400038, PR China
| | - Wang Zonghua
- Department of clinical nursing, School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing 400038, PR China.
| | - Luo Yu
- Department of nursing management, School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing 400038, PR China.
| | - Ma Huijuan
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing 400038, PR China.
| | - Tan Jing
- Department of nursing management, School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing 400038, PR China
| | - Zhang Suofei
- Department of nursing management, School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing 400038, PR China
| | - Zhu Lei
- Wuxi Higher Health Vocational Technical School, No. 305 Xingguang Street, Xingwu District, Jiangsu Wuxi 214000, PR China
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17
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Lee CY, Jenq CC, Chandratilake M, Chen J, Chen MM, Nishigori H, Wajid G, Yang PH, Yusoff MSB, Monrouxe L. A scoping review of clinical reasoning research with Asian healthcare professionals. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1555-1579. [PMID: 34254202 PMCID: PMC8610955 DOI: 10.1007/s10459-021-10060-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2020] [Accepted: 06/26/2021] [Indexed: 05/05/2023]
Abstract
Clinical reasoning is the thought process that guides practice. Although a plethora of clinical reasoning studies in healthcare professionals exists, the majority appear to originate from Western cultures. A scoping review was undertaken to examine clinical reasoning related research across Asian cultures. PubMed, SciVerse Scopus, Web of Science and Airiti Library databases were searched. Inclusion criteria included full-text articles published in Asian countries (2007 to 2019). Search terms included clinical reasoning, thinking process, differential diagnosis, decision making, problem-based learning, critical thinking, healthcare profession, institution, medical students and nursing students. After applying exclusion criteria, n = 240 were included in the review. The number of publications increased in 2012 (from 5%, n = 13 in 2011 to 9%, n = 22) with a steady increase onwards to 12% (n = 29) in 2016. South Korea published the most articles (19%, n = 46) followed by Iran (17%, n = 41). Nurse Education Today published 11% of the articles (n = 26), followed by BMC Medical Education (5%, n = 13). Nursing and Medical students account for the largest population groups studied. Analysis of the articles resulted in seven themes: Evaluation of existing courses (30%, n = 73) being the most frequently identified theme. Only seven comparative articles showed cultural implications, but none provided direct evidence of the impact of culture on clinical reasoning. We illuminate the potential necessity of further research in clinical reasoning, specifically with a focus on how clinical reasoning is affected by national culture. A better understanding of current clinical reasoning research in Asian cultures may assist curricula developers in establishing a culturally appropriate learning environment.
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Affiliation(s)
- Ching-Yi Lee
- Department of Neurosurgery, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Chang-Chyi Jenq
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
- Department of Nephrology, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Madawa Chandratilake
- Department of Medical Education, Faculty of Medicine, University of Kelaniya, Kelaniya, Taiwan
| | - Julie Chen
- Department of Family Medicine and Primary Care (FMPC) and Bau Institute of Medical and Health Sciences Education (BIMHSE), The University of Hong Kong, Hong Kong, China
| | - Mi-Mi Chen
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Hiroshi Nishigori
- Center for Medical Education, Graduate School of Medicine, Nagoya University, Nagoya, China
| | - Gohar Wajid
- World Health Organization, Geneva, Switzerland
| | - Pai-Hsuang Yang
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | | | - Lynn Monrouxe
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Level 7, Susan Wakil Health Building D18, Sydney, NSW, 2006, Australia.
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18
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Altalhi F, Altalhi A, Magliah Z, Abushal Z, Althaqafi A, Falemban A, Cheema E, Dehele I, Ali M. Development and evaluation of clinical reasoning using 'think aloud' approach in pharmacy undergraduates - A mixed-methods study. Saudi Pharm J 2021; 29:1250-1257. [PMID: 34819786 PMCID: PMC8596158 DOI: 10.1016/j.jsps.2021.10.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2021] [Accepted: 10/09/2021] [Indexed: 10/26/2022] Open
Abstract
Introduction Given the widespread use of clinical reasoning (CR) in the healthcare practice, it is essential to inculcate the CR practice in undergraduate pharmacy education which can not only facilitate their clinical education and clinical rotations but can also help them become better clinical pharmacists. There is very limited CR employed in the pharmacy curriculum and practice in the Middle East countries. This study aimed to develop and evaluate CR practice in pharmacy undergraduates in one college of pharmacy in Saudi Arabia. Methods We employed a mixed-methods methodology that included two phases. In Phase I, students were introduced to CR practice ('think aloud' method) and given geriatric clinical cases which they used in two sessions together with a tutor. This was followed by the writing of SOAP notes using the tutor feedback and completion of a survey that included a self-reflection about their experience of using the CR method. Phase II included face-to-face semi-structured interviews involving selected students that were recruited via convenience sampling to further explore the issues identified in Phase I of the study. Results Of the 155 students who completed the survey (response rate 94%), the majority of them agreed that CR using the 'think aloud' method was useful in gathering (92%) and interpreting (95%) relevant patient information, identifying medication-related problems (95%), exploring therapeutic options for the problem(s) (93%) and formulating a treatment plan for the patient (90%). Qualitative data analysis of the 12 interviews was consistent with these findings. Furthermore, it provided an insight into the challenges faced by the students in applying this CR method. Conclusions Students found the practice of CR using the 'think aloud' method helpful in working through given cases and taking clinical decisions. This method can be widely employed in pharmacy education and practice.
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Affiliation(s)
- Faisal Altalhi
- College of Pharmacy, Umm Al-Qura University, Makkah, Saudi Arabia
| | | | - Ziad Magliah
- College of Pharmacy, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Zaid Abushal
- College of Pharmacy, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Anas Althaqafi
- College of Pharmacy, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Azzam Falemban
- College of Pharmacy, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Ejaz Cheema
- School of Pharmacy, University of Management and Technology, Lahore, Pakistan
| | - Inderpal Dehele
- School of Pharmacy, University of Birmingham, Birmingham, United Kingdom
| | - Majid Ali
- School of Life and Medical Sciences, University of Hertfordshire (hosted by Global Academic Foundation), New Administrative Capital, Cairo. Egypt
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19
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Gbareen M, Barnoy S, Theilla M. Subjective and objective nutritional assessment: nurses' role and the effect of cultural differences. BMC Nurs 2021; 20:157. [PMID: 34479561 PMCID: PMC8414867 DOI: 10.1186/s12912-021-00683-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Accepted: 08/23/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Even though the nutritional assessment of chronically ill patients has a significant effect on outcomes, nurses' time constraints in clinical encounters may make the process impractical. Also, cultural background has an effect on nutritional assessment. Patient nutritional self-assessment can ease some of the nurses' workload. OBJECTIVES To compare tools for subjective and objective nutritional assessment and to examine cultural differences in nutritional assessment between Jews and Arabs living in Israel. METHODS The research design was cross-sectional; data were collected from Jews and Arabs with chronic illnesses living in the community during their visit to a public health clinic. The admitting nurse performed an objective nutritional assessment (Mini Nutritional Assessment (MNA)) after the patients completed the Subjective Nutritional Assessment (SANS). The data were analyzed using descriptive statistics, Pearson's correlation coefficients were calculated to test the relationships between the variables, and independent student t-tests were used to compare the means and differences between groups. The diagnostic accuracy of the MNA and of the SANS was determined using the area under the curve (AUC) analysis of receiver operating characteristic (ROC) curves. The agreement between the MNA and SANS measurements was estimated by a Bland Altman plot. The level of significance employed throughout the analysis was 0.05. RESULTS The sample was a convenience sample of 228 chronically ill patients, consisting of 121 Arabs and 107 Jews. A significant correlation was found between the subjective and objective nutritional assessments. The Bland-Altman plot demonstrated that the SANS and the MNA have a high level of agreement. Using the area under the curve (AUC) analysis of receiver operating characteristic (ROC) curves, showed an moderate diagnostic accuracy (73 % sensitivity and 30 % specificity). CONCLUSIONS Since the patient-completed nutritional assessment requires minimal time investment by nurses and we found a significant correlation and evidence for the accuracy and agreement of the objective and subjective assessments, further studies should assess and validate the possibility of replacing the objective nutritional assessment by the subjective assessment. Cultural background has a significant effect on patients' nutritional self-assessment; hence, culture should be considered as part of the nutritional assessment.
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Affiliation(s)
- M Gbareen
- Meuhedet Health Services, Tel Aviv, Israel
- Nursing Department, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Health Professions building, room 310, Ramat Aviv, 6997801, Tel Aviv, Israel
| | - S Barnoy
- Nursing Department, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Health Professions building, room 310, Ramat Aviv, 6997801, Tel Aviv, Israel
| | - M Theilla
- Nursing Department, Steyer School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Health Professions building, room 310, Ramat Aviv, 6997801, Tel Aviv, Israel.
- Nutrition Nurse, Rabin Medical Center, Beilinson Hospital, Clalit Health Services, Petah Tikva, Israel.
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20
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Canto VBD, Silva TGD, Santos GAD, Carvalho ECD, Morais SCRV, Frazão CMFDQ. Clinical judgment performance of undergraduate Nursing students. Rev Lat Am Enfermagem 2021; 29:e3452. [PMID: 34190943 PMCID: PMC8253357 DOI: 10.1590/1518-8345.4843.3452] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Accepted: 09/27/2020] [Indexed: 11/23/2022] Open
Abstract
Objective: to evaluate the reported performance regarding clinical judgment by
undergraduate Nursing students. Method: a cross-sectional study with the application of the Lasater Clinical
Judgment Rubric-Brazilian Version in 166 undergraduate Nursing
students from a Brazilian public university. The data were analyzed
descriptively and analytically (by comparing the level of clinical judgment
among students from the initial, intermediate, and concluding groups). The
following tests were applied: Chi-square, Fisher’s Exact and Kruskal-Wallis,
and a p-value of 0.05 was adopted. The reliability of the global instrument
(Cronbach’s alpha) was 0.786. Results: of the 166 students, 65.7% evaluated themselves as proficient in relation to
the reported performance on clinical judgment. Of the rubric’s 11 dimensions
(focused observation, recognizing deviations from expected patterns,
information seeking, prioritizing data, making sense of data, calm and
confident manner, clear communication, well-planned
intervention/flexibility, being skillful, evaluation/self-analysis, and
commitment to improvement), only four groups did not present significant
differences among them (p<0.05): focused observation, information
seeking, prioritizing data, and calm and confident manner. Conclusion: the performance on clinical judgment reported as proficient was pointed out
by 65.7% of the students and a significant statistical difference was
verified in seven dimensions, among beginners, intermediate, and concluding
students, compatible with the evolution of learning.
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Affiliation(s)
| | | | | | - Emilia Campos de Carvalho
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
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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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22
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Chang YC, Yeh ML, Lin KC, Wang KY. Trajectory of growth in Taiwanese nursing students' professional self-concept over two years and its association with critical thinking and class climate. J Prof Nurs 2021; 37:729-734. [PMID: 34187671 DOI: 10.1016/j.profnurs.2021.05.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Indexed: 10/21/2022]
Abstract
BACKGROUND Nursing is a practice-oriented profession, and the goal of education is to cultivate confidence and assertiveness for future clinical practice. Nurturing a professional self-concept at school is expecting to help students to approach their success in the nursing profession. PURPOSE Using a hierarchical model associated with critical thinking, academic achievement, class climate, and work experience, this longitudinal correlational study explored the growth trajectory of professional self-concept over two years in students attending 2- or 4-year baccalaureate nursing programs. METHOD This was a longitudinal and correlational study with five repeated measurements. Questionnaire data were collected by using the Chinese version of the Nurses Self-Concept Instrument (NSCI-C) and the California Critical Thinking Disposition Inventory (CCTDI). RESULTS Scores for overall professional self-concept ranged from 84.51 (standard deviation [SD] 12.34) when the students began this study to 89.28 (SD 11.23) at graduation. Hierarchical linear modeling yielded the growth trajectory of professional self-concept was significantly associated with time (β = 0.93, p < .01), CCTIDI (β = 0.13, p < .001), and class climate (β = 5.20, p < .01). An intraclass correlation coefficient was 55.48%. CONCLUSION This study confirmed the positive growth trajectory of the professional self-concept in the nursing students' two academic years. The continuous development of the professional self-concept of nursing students is encouraged. Development of critical thinking through their studies, feelings of belonging in their classes, and campus culture all contributed to this trend. To construct a comprehensive hierarchical model, future investigations should use large sample sizes from various classes and conduct multisite evaluations.
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Affiliation(s)
| | - Mei-Ling Yeh
- School of Nursing, National Taipei University of Nursing and Health Sciences, Taiwan.
| | - Kuan-Chia Lin
- Institute of Hospital and Health Care Administration, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Kwua-Yun Wang
- Taipei City Chao-Ju Seniors' Home and School of Nursing, National Defense Medical Center, Taipei, Taiwan
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Gillett C, Mason S, Fleming L, Mayer DK, Bryant AL. An academic-practice partnership during COVID-19 pandemic: Transitioning from a clinical to virtual fellowship. J Clin Nurs 2021; 31:347-352. [PMID: 33913557 PMCID: PMC8242616 DOI: 10.1111/jocn.15817] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 02/19/2021] [Accepted: 04/06/2021] [Indexed: 11/30/2022]
Abstract
Aims Discuss the needed modifications that occurred to the academic–practice oncology partnership during the COVID‐19 pandemic. Background To meet the workforce needs of nurses who care for adults with cancer, an academic–practice partnership was created in 2016. The University of North Carolina at Chapel Hill School of Nursing, North Carolina Cancer Hospital and UNC Lineberger Comprehensive Cancer Center collaborated to provide structured clinical and didactic practice experiences for undergraduate nursing students interested in oncology nursing. With COVID‐19, nursing students were not permitted to be in the clinical setting. Design Discursive paper. Method An innovative and collaborative partnership created reflective and interactive activities. The majority of the learning activities were created at the revised Bloom's taxonomy level of application or higher, with some encompassing multiple levels. Students engaged in a variety of meaningful experiences requiring multiple learning processes that promoted professional development in the interpersonal and critical thinking domains. Conclusions Despite the challenges of COVID‐19, the delivery of oncology nurse fellowship was successful because of innovative virtual strategies. Relevance to Clinical Practice Our academic–practice partnership allowed the nursing students to develop their interpersonal and critical thinking skills without entering the clinical site. This is an approach encouraged by the authors for other schools of nursing. This manuscript is submitted as a Special Issue Discursive Article, and thus, the authors declare that an EQUATOR Checklist has not been used.
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Affiliation(s)
| | | | - Louise Fleming
- School of Nursing, The University of North Carolina, Chapel Hill, NC, USA
| | - Deborah K Mayer
- School of Nursing, The University of North Carolina, Chapel Hill, NC, USA.,UNC Lineberger Cancer Center, Chapel Hill, NC, USA
| | - Ashley Leak Bryant
- School of Nursing, The University of North Carolina, Chapel Hill, NC, USA
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Development and Effects of Leukemia Nursing Simulation Based on Clinical Reasoning. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18084190. [PMID: 33920980 PMCID: PMC8071219 DOI: 10.3390/ijerph18084190] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/18/2021] [Revised: 04/13/2021] [Accepted: 04/14/2021] [Indexed: 11/18/2022]
Abstract
While the effects of simulation education and the importance of the clinical reasoning process have been well-reported, an acute myelocytic leukemia (AML) patient-care simulation program has yet to be formulated exclusively for the clinical experience of students. This study developed and subsequently applied a simulation program based on clinical reasoning for AML to improve the learning outcomes and describe the learning experience for nursing students. Following a mixed-methods framework, the program’s effects on students’ knowledge were quantitatively measured, while their learning experience was qualitatively measured using self-reflection through journal writing. Differences in the pre- and post-scores between the experimental and control groups were statistically significant for theoretical knowledge and clinical performance. In addition, content analysis of both groups’ journals revealed three themes: (1) transformation into a self-directed learner for understanding the clinical situation, (2) increased awareness of clinical reasoning ability, and (3) embodiment of the clinical reasoning process. Standardizing the developed program’s scenarios prompted the participants’ compliance and engagement, and effectively achieved the learning outcomes. This simulation program aided the assessment of nursing intervention’s effectiveness and suggested objective criteria according to clinical reasoning. Similar programs involving other clinical cases, not exclusive to leukemia, should be developed and evaluated.
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25
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Zlamal J, Gjevjon ER, Fossum M, Solberg MT, Steindal SA, Strandell-Laine C, Larsen MH, Pettersen FS, Nes AAG. Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Protocol for a Mixed Methods Systematic Review. JMIR Res Protoc 2021; 10:e25126. [PMID: 33464214 PMCID: PMC7854029 DOI: 10.2196/25126] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 11/22/2020] [Accepted: 11/24/2020] [Indexed: 01/26/2023] Open
Abstract
BACKGROUND Critical thinking is an essential skill that nursing students need to develop. Technological tools have opened new avenues for technology-supported guidance models, but the challenges and facilitators of such guidance models, as well as how they stimulate the development of critical thinking, remain unclear. OBJECTIVE We developed a protocol for a mixed methods systematic review to investigate the use of technology-supported guidance models that stimulate the development of critical thinking in nursing education clinical practice. METHODS A convergent integrated design following the Joanna Briggs Institute Manual for Evidence Synthesis will be employed. A pair of authors will select the articles by screening titles and abstracts, and the methodological quality of the articles included in the review will be assessed by a pair of authors according to checklists for specific study designs. The data will be extracted using the standardized Joanna Briggs Institute mixed methods data extraction form and following a convergent integrated approach. The thematic synthesis for data transformation will be used. RESULTS Development of a comprehensive systematic search strategy was completed in October 2020. The database searches were performed on October 21, 2020. As of January 2021, analysis and synthesis is ongoing. Completion of this review is expected by January 2021. CONCLUSIONS By combining evidence from studies with varied methodological approaches, the results should provide broad insight into the use of technology-supported guidance models for clinical practice in nursing education with a focus on the development of nursing students' critical thinking. The results of this mixed methods systematic review can also be used to develop or improve current technology-supported guidance models for clinical practice in nursing education. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) PRR1-10.2196/25126.
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Sommers CL, Bonnel WB. Nurse Educators' Perspectives on Implementing Culturally Sensitive and Inclusive Nursing Education. J Nurs Educ 2021; 59:126-132. [PMID: 32130413 DOI: 10.3928/01484834-20200220-02] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Accepted: 11/25/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nurse educators must be equipped to teach diverse students using culturally sensitive and inclusive nursing education (CSINE). The purpose of this study was to explore associate degree nurse educators' perceptions on implementing CSINE. METHOD This was a descriptive exploratory study. Associate degree nurse educators in a midwestern state completed an open-ended question survey that included dichotomous response questions to help participants self-reflect and respond. Follow-up interviews added further depth to the findings. RESULTS Four major categories emerged that helped answer the research questions: personalize approaches, consider resources, promote cultural diversity broadly, and use active teaching methods and strategies. In addition, participants provided descriptive comments about beginning benefits and outcomes of CSINE and gaining needed education regarding CSINE. CONCLUSION Participants indicated that learning about CSINE was an ongoing and necessary process for nurse educators. Categories emerging from the data provide guidance for educators in developing and sharing CSINE educational resources to promote positive outcomes for students and their patients. [J Nurs Educ. 2020;59(3):126-132.].
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Zhu X, Xiong Z, Zheng T, Li L, Zhang L, Yang F. Case-based learning combined with science, technology, engineering and math (STEM) education concept to improve clinical thinking of undergraduate nursing students: A randomized experiment. Nurs Open 2021; 8:415-422. [PMID: 33318849 PMCID: PMC7729541 DOI: 10.1002/nop2.642] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2020] [Revised: 08/12/2020] [Accepted: 09/10/2020] [Indexed: 12/03/2022] Open
Abstract
Aims The present study was conducted to apply and examine case-based learning (CBL) and Science, Technology, Engineering, and Math (STEM) education concept in the training of nursing student's clinical thinking. Design A randomized experimental design with non-equivalent group pretest-posttest. Methods Participants were requested to participant in either of the two programmes: traditional education programme as a control group or CBL combined with STEM education concept (the STEM group). Questionnaires of critical thinking, self-directed learning, self-efficacy were administered before and after the experiment. Results Differences between the STEM group and control group were observed in critical thinking, self-directed learning, self-efficacy and career choice over one semester. Accordingly, CBL combined with STEM education concept enhanced the nursing student's clinical thinking.
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Affiliation(s)
- Xinhong Zhu
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Zhenfang Xiong
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Taoyun Zheng
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Lin Li
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Liuyi Zhang
- School of NursingHubei University of Chinese MedicineWuhanChina
| | - Fen Yang
- School of NursingHubei University of Chinese MedicineWuhanChina
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Hu F, Yang J, Yang BX, Zhang FJ, Yu SH, Liu Q, Wang AL, Luo D, Zhu XP, Chen J. The impact of simulation-based triage education on nursing students' self-reported clinical reasoning ability: A quasi-experimental study. Nurse Educ Pract 2020; 50:102949. [PMID: 33310511 DOI: 10.1016/j.nepr.2020.102949] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2019] [Revised: 10/08/2020] [Accepted: 12/01/2020] [Indexed: 11/15/2022]
Abstract
Few studies have comprehensively examined the effectiveness of simulation-based triage education on clinical reasoning of nursing students. This study evaluated the impact of a simulation-based triage exercise on nursing students' self-reported clinical reasoning ability. Three cohorts of third-year nursing students were divided into intervention group a (IG a, n = 62), intervention group b (IG b, n = 57), and a control group (CG, n = 53). Students in IG a and IG b participated in a simulation-based triage education consisting of 2 h of multiple patient triage simulations and an hour of structured debriefing. The CG participated in a traditional didactic triage course consisting of a 3-h lecture. Self-reported clinical reasoning ability in pre and post-triage education was measured by the Nurses Clinical Reasoning Scale. There was no significant difference in mean clinical reasoning ability scores between the three groups in pre-test (p > 0.05). Clinical reasoning ability scores in post-test among students in IG a and IG b were significantly higher than those in CG (p < 0.001). Nursing students exposed to a simulation-based triage education had more improvement in self-reported clinical reasoning ability as compared with students who participated in a lecture-based triage education program.
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Affiliation(s)
- Fen Hu
- Department of Critical Care Medicine, Zhongnan Hospital of Wuhan University, No. 169 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Jian Yang
- Emergency Center, Zhongnan Hospital of Wuhan University, No. 169 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Bing Xiang Yang
- Wuhan University School of Health Sciences, No. 115 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Feng-Jiang Zhang
- Wuhan University School of Health Sciences, No. 115 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Si-Hong Yu
- Wuhan University School of Health Sciences, No. 115 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Qian Liu
- Wuhan University School of Health Sciences, No. 115 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Ai-Ling Wang
- Wuhan University School of Health Sciences, No. 115 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Dan Luo
- Wuhan University School of Health Sciences, No. 115 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Xiao-Ping Zhu
- Nursing Department, Zhongnan Hospital of Wuhan University, No. 169 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China.
| | - Jie Chen
- Wuhan University School of Health Sciences, No. 115 Donghu Road, Wuchang District, Wuhan, Hubei, 430071, China; University of Connecticut School of Nursing, 231 Glenbrook Road, Storrs, CT, 06269-4026, USA.
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Critical Thinking With Diverse Students: The Effects of a Concurrent RN-BSN Program and Nursing Residency. Nurs Educ Perspect 2020; 43:38-40. [PMID: 32976216 DOI: 10.1097/01.nep.0000000000000738] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Critical thinking is an analytical attribute for nurses to make accurate clinical decisions. This study examined critical thinking progression though a concurrent RN-BSN program and nursing residency for a diverse cohort of associate degree graduates. A pretest/posttest design revealed improvement in scores; however, no statistical significance was established. There was a statistically significant (p = .015) reduction in scores for a bilingual subset group in the subcategories of Prioritization of Care and Ethical Dilemmas. Future research is warranted to assess critical thinking progression and critical thinking test construction with diverse students.
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Blakeslee JR. Effects of high-fidelity simulation on the critical thinking skills of baccalaureate nursing students: A causal-comparative research study. NURSE EDUCATION TODAY 2020; 92:104494. [PMID: 32544764 DOI: 10.1016/j.nedt.2020.104494] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/06/2019] [Revised: 04/18/2020] [Accepted: 06/04/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Critical thinking has been identified as one of the standards for nursing school accreditation and a long-standing outcome of nursing education and nursing practice. High-fidelity simulation is one method currently used by nursing programs to increase critical thinking in nursing students. Despite these expectations, there is limited empirical evidence which compares the effects of simulation to other teaching strategies. OBJECTIVES The purpose of this study was to examine whether statistically significant differences existed in mean critical thinking skill scores within groups (pretest to posttest) and between groups (simulation versus written case studies). DESIGN A quantitative causal-comparative methodology with a pretest/posttest design. SETTING A private university in the midwestern United States which offers a four-year Bachelor of Science Nursing program. PARTICIPANTS Baccalaureate junior nursing students (N = 69) were recruited from a convenience sample and divided into two groups which consisted of a simulation group (n = 36) and a written case studies comparison group (n = 33). METHODS This research study consisted of a pretest, three weeks of being in either the simulation group or the written case studies group, and a posttest. The Health Science Reasoning Test (HSRT) was the instrument used for the pretest and posttest to measure critical thinking skills of all participants. RESULTS A repeated measures mixed analysis of variance (ANOVA) indicated there was no statistically significant difference in participants' mean critical thinking scores within groups (pretest to posttest) or between groups (simulation versus written case studies). CONCLUSIONS The use of high-fidelity simulation as a teaching strategy versus written case studies to increase critical thinking skills of nursing students was not supported.
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Hopkins NM, Stephens JML. Education Strategies Supporting Internationally Educated Registered Nurse Students With English as a Second Language in Canada. Can J Nurs Res 2020; 53:162-170. [PMID: 32290687 DOI: 10.1177/0844562120917254] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION The purpose of this literature synthesis is to highlight some of the challenges faced by internationally educated nurses with English as a second language when integrating into the Canadian health-care environment and to suggest educational strategies that work to support these diverse learners to acculturate and fill gaps.Methodology: A search of Google Scholar, PubMed, CINAHL, MEDLINE, and ProQuest Nursing and Allied Health databases, as well as reference lists, conference presentations, and gray literature produced pertinent research studies and commentary published between 2008 and 2018. RESULTS Common themes in the literature include challenges relating to communication, cultural competence, and critical thinking. DISCUSSION Some strategies that should be included in bridging education programs to address these challenges are evolving case studies, simulation and role-play, and practice performing multiple-choice tests. Research is needed examining the effectiveness of experiential techniques in preparing internationally educated nurses for nursing in the Canadian context.
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Affiliation(s)
- Nicole M Hopkins
- Faculty of Health, Kwantlen Polytechnic University, Langley, British Columbia, Canada
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Powers K, Herron EK, Pagel J. Nurse Preceptor Role in New Graduate Nurses' Transition to Practice. Dimens Crit Care Nurs 2019; 38:131-136. [PMID: 30946120 DOI: 10.1097/dcc.0000000000000354] [Citation(s) in RCA: 53] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
The transition to practice period is a challenging and demanding time for new graduate nurses. Leaving the structured environment of nursing school and entering professional practice can cause reality and transition shock for the new nurse resulting in unsafe patient care, as well as intention to leave their position or the profession. Successful transition to practice depends on the new nurse building confidence and gaining essential clinical reasoning abilities while orienting to their role. In critical care settings, patient care is more complex and fast-paced, which adds another dimension of overall stress to the new graduate. Structured orientation programs with trained preceptors have been found to be the most successful means of preparing new graduate nurses for clinical practice. Ensuring preceptors are provided with education related to the development of clinical reasoning is essential to successfully assist new nurses in their transition to practice. Safe and effective patient care, especially in the critical care unit, is dependent upon having nurses who are well prepared for their role through being provided guidance and support from trained preceptors.
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Affiliation(s)
- Kelly Powers
- Kelly Powers, PhD, RN, CNE, is an assistant professor at the School of Nursing of The University of North Carolina at Charlotte, Charlotte, North Carolina. Elizabeth K. Herron, PhD, RN, CNE, CHSE, is an assistant professor at the School of Nursing of James Madison University, Harrisonburg, Virginia. Julie Pagel, MSN, RN, CCRN, SCRN, CNE-cl, is a service line educator at Carolinas HealthCare System/Atrium Health, Carolinas Medical Center, Charlotte, North Carolina
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Lee D, Park J. A Review for Concept Clarification of Critical Thinking, Clinical Reasoning, and Clinical Judgment in Nursing Education. ACTA ACUST UNITED AC 2019. [DOI: 10.5977/jkasne.2019.25.3.378] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Abstract
Purpose: This article is a comprehensive review for concept clarification of critical thinking, clinical reasoning, and clinical judgment, which still lack a consensus and are of mixed use. Methods: Norris's method of concept clarification was used to review concepts that have no clear definition or conceptualization yet. Results: This review summarized literature from various disciplines, classified each concept based on similarities and differences, and provided hypothetic conceptual schema. Conclusion: Clinical reasoning and clinical judgment are clinical situation specific concepts, while critical thinking is a concept applied in general situations. Critical thinking is a broader concept and serves as a foundation for clinical reasoning and clinical judgment. Clinical reasoning precedes clinical judgment. Clinical judgement implies the end point or conclusion of clinical reasoning. Each of critical thinking, clinical reasoning, and clinical judgment is a cognitive and affective process not a psychomotor process. The concept of clinical competency involves action taken after the cognitive processes of clinical reasoning and clinical judgment.
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Reinhardt AC, León TG, DeBlieck C, Amatya A. Using simulations to advance clinical reasoning. Appl Nurs Res 2019; 47:63-70. [PMID: 31113550 DOI: 10.1016/j.apnr.2019.05.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2018] [Revised: 05/01/2019] [Accepted: 05/07/2019] [Indexed: 10/26/2022]
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Liao HC, Yang YM, Li TC, Cheng JF, Huang LC. The effectiveness of a clinical reasoning teaching workshop on clinical teaching ability in nurse preceptors. J Nurs Manag 2019; 27:1047-1054. [PMID: 30963649 DOI: 10.1111/jonm.12773] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Revised: 03/01/2019] [Accepted: 03/31/2019] [Indexed: 11/28/2022]
Abstract
AIM To explore the effectiveness of a clinical reasoning teaching workshop (CRTW) in preceptors' teaching ability, self-efficacy of clinical reasoning teaching. BACKGROUND Preceptors' teaching skills are crucial for training novice nurses. How to enhance preceptors' teaching ability is a pertinent concern in clinical practice. METHODS This study comprised two stages. At stage I, we administered a pre- to post-test single group with 33 participants to investigate the changes in preceptors' knowledge and self-efficacy in clinical reasoning teaching after clinical reasoning teaching workshop. At stage II, a quasi-experimental design was adopted to assess the effectiveness of the clinical reasoning teaching workshop by comparing the preceptors' teaching ability by novice nurses. There were 22 nurses' preceptors who underwent the clinical reasoning teaching workshop and 70 nurses with preceptors who did not undergo clinical reasoning teaching workshop and matched with preceptors' age and working experience. RESULTS After clinical reasoning teaching workshop, preceptors' knowledge and self-efficacy of clinical reasoning teaching ware increased significantly. Novice nurses (study group) scored their preceptors' teaching ability significantly higher than nurses' (control group). CONCLUSION The clinical reasoning teaching workshop can enhance preceptors' teaching ability and confidence, thereby improving their teaching ability. IMPLICATIONS FOR NURSING MANAGEMENT A well-designed workshop with appropriated teaching method can allow preceptors to learn effectiveness. Clinical reasoning teaching workshop can be used in the training of preceptors.
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Affiliation(s)
- Hui-Chuan Liao
- Department of Nursing, China Medical University Hospital, Taichung, Taiwan.,Department of Public Health, China Medical University, Taichung, Taiwan
| | | | - Tsai-Chung Li
- Department of Public Health, Graduate Institute of Biostatistics, China Medical University, Taichung, Taiwan
| | - Jui-Fen Cheng
- School of Nursing, China Medical University, Taichung, Taiwan
| | - Li-Chi Huang
- Department of Nursing, China Medical University Hospital, Taichung, Taiwan.,School of Nursing, China Medical University, Taichung, Taiwan
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Practice and effectiveness of "nursing case-based learning" course on nursing student's critical thinking ability: A comparative study. Nurse Educ Pract 2019; 36:91-96. [PMID: 30897460 DOI: 10.1016/j.nepr.2019.03.007] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Revised: 02/17/2019] [Accepted: 03/08/2019] [Indexed: 11/23/2022]
Abstract
BACKGROUND Case-based Learning was an effective and highly efficient teaching approach that was extensively applied in education systems across a variety of countries. Critical thinking ability is an important indicator for access the study ability for baccalaureate nursing education. OBJECTIVES The study aimed to explore the effect of "nursing case-based learning" course on the critical thinking ability of nursing student. PARTICIPANTS A total of 80 students who were in Junior were included in this study. The experimental group included 40 students who selected "nursing case-based learning" course. The control group included 40 students who selected the traditional teaching course. METHODS The critical thinking disposition inventory (CTDI-CV) was used to evaluate the effects of the critical thinking abilities during the 1st week (pre-test), the 9th week (mid-test), and the 18th week (post-test). RESULTS There are no statistically significant differences between two groups in the pre-test thinking abilities (P > 0.05). After nine weeks, the critical thinking abilities of experimental group were significantly higher than control group (P < 0.05). Three obtained time-points had statistically significant differences of control and experimental group (P < 0.05). CONCLUSION The "nursing case-based learning" was an effective course to develop the critical thinking abilities of nursing students. Strict instructional design was the guarantee for the smooth implementation of "nursing case-based learning" course.
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