Critical Thinking Skills in Health Care Professional Students: A Systematic Review

This review article aims to explore how habits of mind as the concept defined under the recent Framework for Success in Postsecondary Writing contributes to the development of critical thinking in the classroom. The application of a systematic review and a meta-analysis approach allows investigating the selected habits of mind and comparing them to the externally verified critical thinking skills using a multiple regression with a variation methodology. Study results suggest that the available literature does not provide a comprehensive analysis of the problem due to the variations in explanatory values of the variables selected; though, it justifies the instructional leadership approach that should be fulfilled by the educators striving to deploy the Framework in their educational environment. The review suggests using a fieldwork approach as the next step of the mentioned Framework evaluation.

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Critical thinking as an indispensable component of the Polish nurses’ education process and a necessary condition for the development of nursing

Pielegniarstwo XXI wieku / Nursing in the 21st Century ◽

10.2478/pielxxiw-2019-0020 ◽

2019 ◽

Vol 18 (3) ◽

pp. 142-146

Author(s):

Zygmunt Pucko ◽

Joanna Przybek-Mita

Keyword(s):

Health Care ◽

Critical Thinking ◽

Health Care System ◽

Basic Skills ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Necessary Condition ◽

Phenomenological Method ◽

Intuitive Knowledge ◽

Education Process

AbstractIntroduction. The changing reality, the interpenetration of cultures, progress in the field of science, the development of technology, the emergence of unprecedented needs, challenges from the civic health care system require nurses to accurately interpret the essence of phenomena and respond appropriately to the ongoing transformations. Therefore, the education process should not only convey the latest knowledge, stimulate self-education, prepare for conducting comparative and application activities, but also educate specific thought habits called critical thinking, as it is the opposite of routine, schematism or imitation.Aim. Understanding the specifics of critical thinking. Providing several concepts of critical thinking. Demonstrating the need to develop critical thinking in the nurses’ education process. An attempt to provide appropriate criteria for the assessing of critical thinking skills in nursing.Method. A phenomenological method that guarantees truthfulness and certainty of cognition through the intuitive knowledge of the essence of the phenomenon and the precision of the language of its expression.Conclusions. Critical thinking teaches courage in breaking conceptual patterns. It allows you to define problems in a rapidly changing reality and find the optimal way to solve them. It extends the repertoire of the basic skills of a modern nurse. Moreover, it increases the independence of nurses and raises the level of their professionalism. Critical thinking as a key competence should become one of the main goals of education at every level. Mandatory courses of critical thinking and its application in practical activities should be organized for nurses.

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Wiki activities in blended learning for health professional students: Enhancing critical thinking and clinical reasoning skills

Australasian Journal of Educational Technology ◽

10.14742/ajet.938 ◽

2011 ◽

Vol 27 (4) ◽

Cited By ~ 11

Author(s):

Suzanne Snodgrass

Keyword(s):

Critical Thinking ◽

Clinical Reasoning ◽

Clinical Problem ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Web Pages ◽

Student Collaboration ◽

Professional Students ◽

Reasoning Skills ◽

Use Of Knowledge

<span>Health professionals use critical thinking, a key problem solving skill, for clinical reasoning which is defined as the use of knowledge and reflective inquiry to diagnose a clinical problem. Teaching these skills in traditional settings with growing class sizes is challenging, and students increasingly expect learning that is flexible and interactive. This paper describes the implementation and evaluation of a blended method for teaching clinical reasoning using a wiki. Groups of undergraduate physiotherapy students presented a patient case to their peers in class and on a wiki. Evaluation included student surveys, focus groups, and online participation. Students were actively involved in the wiki (mean contribution of 21.0 web pages (IQR 7.5-34.5). Most students (74%) agreed the in-class sessions were valuable, compared to 48% for the wiki. From the educator's perspective, the wiki facilitated collaboration, ensuring demonstrated reasoning skills in class. Combining wiki with in-class activities enhances student collaboration and learning of critical thinking skills.</span>

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SYSTEMATIC REVIEW PENGARUH PENDEKATAN SAINTIFIK TERHADAP PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA

Profesi Pendidikan Dasar ◽

10.23917/ppd.v1i1.10822 ◽

2020 ◽

Vol 1 (1) ◽

pp. 65-76

Author(s):

Anggit Grahito Wicaksono

Keyword(s):

Systematic Review ◽

Critical Thinking ◽

Creative Thinking ◽

Science Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Scientific Publications ◽

Higher Order Thinking Skills ◽

Scientific Approach ◽

Innovative Learning

The purpose of the study was to investigate the effect of a scientific approach on improving students' critical thinking skills in various educational units. The research method used is a systematic review of research results available in the Indonesia One Search portal by analyzing qualitative research from each. From the results of the search for scientific publications, 33 scientific articles were obtained which were screened with inclusion and exclusion criteria obtained 5 articles. The results of this study revealed that (1) the scientific approach had a positive and significant influence on students' critical thinking skills in various educational units starting from elementary to high school. (2) the application of a scientific approach, especially in natural science learning (Physics, Biology, Chemistry) can improve students' critical thinking skills because the scientific approach has a strong and significant relationship with critical thinking skills. This systematic review research has implications in science learning based on a scientific approach in developing innovative learning models related to the empowerment of higher order thinking skills that include critical thinking, creative thinking, and problem solving.

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SYSTEMATIC REVIEW PENGARUH PENDEKATAN SAINTIFIK TERHADAP PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA

Profesi Pendidikan Dasar ◽

10.23917/ppd.v7i1.10822 ◽

2020 ◽

Vol 7 (1) ◽

pp. 65-76

Author(s):

Anggit Grahito Wicaksono

Keyword(s):

Systematic Review ◽

Critical Thinking ◽

Creative Thinking ◽

Science Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Scientific Publications ◽

Higher Order Thinking Skills ◽

Scientific Approach ◽

Innovative Learning

The purpose of the study was to investigate the effect of a scientific approach on improving students' critical thinking skills in various educational units. The research method used is a systematic review of research results available in the Indonesia One Search portal by analyzing qualitative research from each. From the results of the search for scientific publications, 33 scientific articles were obtained which were screened with inclusion and exclusion criteria obtained 5 articles. The results of this study revealed that (1) the scientific approach had a positive and significant influence on students' critical thinking skills in various educational units starting from elementary to high school. (2) the application of a scientific approach, especially in natural science learning (Physics, Biology, Chemistry) can improve students' critical thinking skills because the scientific approach has a strong and significant relationship with critical thinking skills. This systematic review research has implications in science learning based on a scientific approach in developing innovative learning models related to the empowerment of higher order thinking skills that include critical thinking, creative thinking, and problem solving.

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PROBLEM-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DI INDONESIA: SEBUAH TINJAUAN LITERATUR SISTEMATIS

PEDAGOGIK: Jurnal Pendidikan ◽

10.33650/pjp.v7i1.792 ◽

2020 ◽

Vol 7 (1) ◽

pp. 107-152

Author(s):

Ahmad Sulaiman ◽

Siti Azizah

Keyword(s):

Systematic Review ◽

Critical Thinking ◽

Literature Review ◽

Systematic Literature Review ◽

Problem Based Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Measurement Instruments ◽

Research Frameworks ◽

Almost All

There is an assumption stating that the Problem-Based Learning (PBL) approach and critical thinking skills are not compatible with the context of Indonesian education. To answer that assumption, this systematic literature review verifies the effectiveness of PBL in honing the critical thinking skills of Indonesian students based on previous studies. This systematic review also examines the extent to which the research results are supported by appropriate research frameworks and methodologies. Searching for all research in reputable online databases with relevant keywords was carried out to obtain all studies within a span of ten years (2009-2018) that used PBL to evaluate or observe changes in students' critical thinking capacities. There are twenty studies that meet the inclusion criteria and are the material of analysis in this systematic literature review. Although almost all studies (n = 17) reported that PBL was effective in encouraging critical thinking skills, they did not have a clear variable framework and weak research design. In these studies, the PBL concept was very varied and the measurement instruments were not well constructed. This systematic review concludes that further research methodologically stronger and based on key and current literature is urgently needed. The studies will build sufficient support from the scientific community and practitioners to adopt PBL and think critically as paradigms and learning outcomes in Indonesia.

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Advancing the quality of care and nursing practice through emancipatory reflection

Frontiers of Nursing ◽

10.2478/fon-2019-0002 ◽

2019 ◽

Vol 6 (1) ◽

pp. 1-4 ◽

Cited By ~ 1

Author(s):

Hong-Jing Yu ◽

Dong-Lan Ling ◽

Jia-Le Hu

Keyword(s):

Health Care ◽

Critical Thinking ◽

Quality Of Care ◽

Health Care Professionals ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Care Practice ◽

Clinical Nurses ◽

Power And Agency

Abstract Reflection is a fundamental skill of health-care professionals and plays an important role in ensuring the quality of care in health-care practice. It is believed that undertaking reflection in practice can help nurses develop an awareness of a sense of personal power and agency, cultivate their critical thinking ability and help them promote their professional development. However, reflection has not been introduced widely as a nursing curriculum in China, and literature shows that some clinical nurses lack critical thinking skills and critical reflective practice skills by reason of not receiving systematic education on reflection when they were at nursing college. Therefore, we present a series of seven articles focused on prevalent and interesting practice-based events to reflect on in this special issue. The main aim is to disseminate reflective methodology and techniques and present examples of reflective writing for nurses. It is expected that these articles will help to lead Chinese nurses to adopt critical emancipatory reflective processes to bring about transformative actions.

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