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Basco-Prado L, Biurrun-Garrido A, Zuriguel-Pérez E, Roldán-Merino J, Mestres-Soler O. Critical thinking level in nursing degree students according to sociodemographic and academic variables: A correlational study. Nurse Educ Pract 2024; 78:103955. [PMID: 38781753 DOI: 10.1016/j.nepr.2024.103955] [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: 12/07/2023] [Revised: 01/31/2024] [Accepted: 03/29/2024] [Indexed: 05/25/2024]
Abstract
AIMS To determine the level of critical thinking of undergraduate nursing students during their clinical practice, as well as to identify the relationship between sociodemographic and academic variables. BACKGROUND Nursing degree programs should prioritize the development of critical thinking skills in their curriculum and regularly assess students to ensure the acquisition of core competencies. DESIGN Multicenter, descriptive, cross-sectional, correlational, descriptive study. Participants included were students from the Degree in Nursing enrolled during the academic year 2020-2021. Students were selected by convenience from three universities located in Catalonia, Spain. Data were collected from 429 students, with 98 being excluded due to incomplete data. METHODS Data were collected by administering the Nursing Critical Thinking in Students Questionnaire and an ad hoc form of sociodemographic and academic characteristics. The STROBE guidelines checklist were followed. The study involves a secondary analysis of data from a previous study that presented psychometric analysis. RESULTS No significant differences were observed in total Critical Thinking scores across various parameters including academic year, current situation, work experience in healthcare, previous academic training, family situation, or recent stressful events. On average, students demonstrated moderate critical thinking scores. However, statistically significant relationships emerged between critical thinking scores and gender (p=0.046), institution attended for undergraduate studies (p=0.019) and having satisfactory social relationships despite experiencing stressful events (p=0.330). CONCLUSIONS The study delves into the correlation between critical thinking skills and sociodemographic and academic factors, identifying students who may benefit from specific interventions and advocating for adaptable educational methods. It emphasizes the pivotal role of trust in fostering critical thinking in nursing education and suggests a connection between critical thinking and strong social relationships. In conclusion, evaluating critical thinking is crucial for addressing healthcare challenges, validating teaching strategies and promoting continuous improvement in nursing education.
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Affiliation(s)
- Luis Basco-Prado
- Department of Fundamental and Medical-Surgical Nursing, School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, Carrer de la Feixa Llarga, s/ n, L'Hospitalet de Llobregat, Barcelona 08907, Spain
| | - Ainoa Biurrun-Garrido
- Campus Docent Sant Joan de Déu, School of Nursing, University of Barcelona, Research Group DAFNIs. IMIM (Hospital del Mar medical research institute), Carrer Sant, C. de Sta. Benito Menni, 18-20, Sant Boi de Llobregat, Barcelona 08830, Spain.
| | - Esperanza Zuriguel-Pérez
- Department of Knowledge Management and Evaluation, Vall d'Hebron University Hospital, Passeig Vall d'Hebron 119-129, 08035 Barcelona, Spain Multidisciplinary Nursing Research Group, Vall d'Hebron Research Institute (VHIR), Passeig Vall d'Hebron 119-129, Barcelona 08035, Spain
| | - Juan Roldán-Merino
- Department of Mental Health Nursing, Campus Docent Sant Joan de Deu, School of Nursing, University of Barcelona, Carrer Sant, C. de Sta. Benito Menni, 18-20, Sant Boi de Llobregat, Barcelona 08830, Spain
| | - Olga Mestres-Soler
- Multidisciplinary Nursing Research Group, Vall d'Hebron Research Institute (VHIR), Hospitalization nurse at the Vall d'Hebron General Hospital, Vall d'Hebron University Hospital, Passeig Vall d'Hebron 119-129, Barcelona 08035, Spain
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Nemati-Vakilabad R, Mojebi MR, Mostafazadeh P, Jafari MJ, Kamblash AJ, Shafaghat A, Abbasi AS, Mirzaei A. Factors associated with the critical thinking ability among nursing students: An exploratory study in Iran. Nurse Educ Pract 2023; 73:103814. [PMID: 37925833 DOI: 10.1016/j.nepr.2023.103814] [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: 06/17/2023] [Revised: 09/12/2023] [Accepted: 10/16/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND AND OBJECTIVE Critical thinking is a crucial skill in nursing that nursing students should apply in their work environment. It involves analyzing, evaluating, and interpreting information. It is used in various topics such as disease diagnosis, treatment planning and implementation, monitoring, and evaluation of results, problem-solving, and decision-making in emergencies. This study in Iran aimed to evaluate factors associated with nursing students' critical thinking ability. STUDY METHOD Following the STROBE guidelines, an analytical cross-sectional study was conducted in Ardabil province, northwest Iran. The study collected data through convenience sampling at nursing schools in Ardabil province, with a sample of 246 nursing students participating. The data collected from a demographic information form and the Persian version of the Nursing Critical Thinking in Clinical Practice Questionnaire were analyzed using SPSS version 22.0 software. RESULTS The study found that the overall mean score of clinical critical thinking among nursing students was 313.87 ± 25.80 (range = 109-436). Based on this score, most students reported low (63%) or moderate (37%) clinical critical thinking levels. The highest and lowest mean scores between dimensions were related to the intellectual and cognitive (127.99 ± 13.30) and technical (17.25 ± 3.43), respectively. Multiple linear regression analysis revealed that semester and college were predictors of clinical critical thinking among nursing students. The selected predictors accounted for 19.3% of the total variance in clinical critical thinking scores (F = 9.396, p < 0.001). CONCLUSION The study results showed that nursing students could have performed better in critical thinking ability. The study suggests that nursing education programs should prioritize teaching critical thinking skills in clinical settings as it is an essential subject in nursing education. With significant changes in nursing clinical environments, enhancing clinical critical thinking can improve nursing student performance clinically. Therefore, one of the crucial learning objectives in a clinical nursing course is to develop clinical critical thinking skills for nursing students.
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Affiliation(s)
- Reza Nemati-Vakilabad
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran; Student Research Committee, School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Mohammad Reza Mojebi
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Pouya Mostafazadeh
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Mohammad Javad Jafari
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Ali Jabraeelzadeh Kamblash
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Aidin Shafaghat
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Anahita Seyed Abbasi
- Students Research Committee, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran
| | - Alireza Mirzaei
- Department of Emergency Nursing, School of Nursing and Midwifery, Ardabil University of Medical Sciences, Ardabil, Iran.
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da Silva AOV, de Carvalho ALRF, Vieira RM, Pinto CMCB. Clinical supervision strategies, learning, and critical thinking of nursing students. Rev Bras Enferm 2023; 76:e20220691. [PMID: 37820150 PMCID: PMC10561938 DOI: 10.1590/0034-7167-2022-0691] [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: 11/23/2022] [Accepted: 03/10/2023] [Indexed: 10/13/2023] Open
Abstract
OBJECTIVE To identify the supervisory strategies that Nursing students consider facilitators of the development of critical thinking skills in clinical teaching. METHODS This is a qualitative study, within the interpretative paradigm, using the focus group methodology. Eight undergraduate nursing students participated in the study. RESULTS Participants recognized the indispensability of critical thinking for professional responsibility and quality of care and highlighted the importance of using supervisory strategies adapted to their needs, learning objectives, and the context of clinical practice. FINAL CONSIDERATIONS This study highlights the urgent need to establish, within the Nursing curricula, clinical supervision strategies that promote critical thinking and favor the development of skills for good clinical judgment, problem solving, and safe, effective, and ethical decision-making.
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Affiliation(s)
| | | | - Rui Marques Vieira
- Universidade de Aveiro, Departamento de Educação e Psicologia. Aveiro, Portugal
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Martínez-Momblan MA, Aguilar IB, Alonso-Fernández S, García MR, Zuriguel-Pérez E, Falcó-Pegueroles A, Aracil LB. Critical thinking among institutional academic advisors and sociodemographic, professional and academic variables: A multicenter correlation study. Nurse Educ Pract 2023; 71:103713. [PMID: 37478586 DOI: 10.1016/j.nepr.2023.103713] [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: 04/18/2023] [Revised: 06/19/2023] [Accepted: 07/04/2023] [Indexed: 07/23/2023]
Abstract
BACKGROUND In nursing education, essential skills include Critical Thinking (CT). There is scant evidence on how nurse educators could promote CT in students in a clinical context. OBJECTIVE To analyse the level of CT and correlated variables in healthcare nurses overseeing the clinicals of nursing undergraduates. METHODS The study population were all nurse educators for clinicals at hospitals with nursing undergraduates. To evaluate the CT skills of nurses the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 practice) was administered. Frequencies, percentages and measures of central tendency and scatter were obtained. A bivariate analysis was performed to analyze the correlation between the nurse educators' CT level and the sociodemographic, professional and academic levels. The nonparametric Mann-Whitney and Kruskal-Wallis tests were used to compare two independent groups. Statistical significance was defined as P < .05. RESULTS The total number of participants was 639. The highest mean CT level was seen in clinical nurses involved in undergraduate nursing instruction and with experience of up to 10 years (mean CT score = 372 (33.3), p = .007). Global CT levels were similar in women and men (mean CT score: 364 (31.9) in women and 358 (40.5) in men, p = .187), with statistically significant differences only observed in the intellectual and cognitive indicator (P = .022). CONCLUSIONS CT levels are high in teaching healthcare professionals in the clinical environment.
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Affiliation(s)
- Maria-Antonia Martínez-Momblan
- Fundamental Care and Medical-Surgical Nursing Department, School of Nursing, University of Barcelona, Pavelló de Govern, 3° pl., L'Hospitalet de Llobregat, 08907 Barcelona, Spain; Biomedical Research Networking Centre of Rare Diseases (CIBER-ER), Unit 747 ISCIII, Madrid, Spain
| | - Inmaculada Bonilla Aguilar
- Nursing Research Group (GRIN). IDIBELL, Bellvitge Biomedical Research Institute, Avinguda de la Granvia, 199, L'Hospitalet de Llobregat, 08908 Barcelona, Spain; Assistant Nurse, Hospital Universitari de Bellvitge, C/Feixa Llarga s/n, L'Hospitalet de Llobregat, 08908 Barcelona, Spain
| | - Sergio Alonso-Fernández
- Fundamental Care and Medical-Surgical Nursing Department, School of Nursing, University of Barcelona, Pavelló de Govern, 3° pl., L'Hospitalet de Llobregat, 08907 Barcelona, Spain; Nursing Research Group (GRIN). IDIBELL, Bellvitge Biomedical Research Institute, Avinguda de la Granvia, 199, L'Hospitalet de Llobregat, 08908 Barcelona, Spain.
| | - Marta Romero García
- Fundamental Care and Medical-Surgical Nursing Department, School of Nursing, University of Barcelona, Pavelló de Govern, 3° pl., L'Hospitalet de Llobregat, 08907 Barcelona, Spain; Nursing Research Group (GRIN). IDIBELL, Bellvitge Biomedical Research Institute, Avinguda de la Granvia, 199, L'Hospitalet de Llobregat, 08908 Barcelona, Spain
| | - Esperanza Zuriguel-Pérez
- Multidisciplinary Nursing Research Group. Vall d'Hebron Research Institute (VHIR), Passeig Vall d'Hebron 119-129, Barcelona 08035, Spain; Vall d'Hebron University Hospital, Passeig Vall d'Hebron 119-129, 08035 Barcelona, Spain; Department of Knowledge Management and Evaluation, Passeig Vall d'Hebron 119-129, 08035 Barcelona, Spain
| | - Anna Falcó-Pegueroles
- Fundamental Care and Medical-Surgical Nursing Department, School of Nursing, University of Barcelona, Pavelló de Govern, 3° pl., L'Hospitalet de Llobregat, 08907 Barcelona, Spain
| | - Llúcia Benito Aracil
- Fundamental Care and Medical-Surgical Nursing Department, School of Nursing, University of Barcelona, Pavelló de Govern, 3° pl., L'Hospitalet de Llobregat, 08907 Barcelona, Spain; Nursing Research Group (GRIN). IDIBELL, Bellvitge Biomedical Research Institute, Avinguda de la Granvia, 199, L'Hospitalet de Llobregat, 08908 Barcelona, Spain
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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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