Strengthening Critical Thinking Skills in Associate Degree Nursing Students Through Combined Pedagogies of Concept Mapping Using the Nursing Process and Simulation

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Bernadette O'Halloran
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Associate Degree Nursing ◽  
Associate Degree ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Nursing Process ◽  
Associate Degree Nursing Students

Early Identification of Transformation in the Proficiency Level of Critical Thinking

2017 ◽  
pp. 190-211
Author(s):  
Velmarie King Swing
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Associate Degree ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Methodology ◽  
Associate Degree Nursing Students ◽  
Early Evaluation ◽  
First Semester ◽  
Proficiency Level

Critical Thinking (CT) in the nurse graduate continues to be a topic of concern in the academic and acute care settings. Few studies focus on early evaluation of Critical Thinking Skills (CTS). The purpose of this chapter is to show how the non-experimental, explanatory, quantitative study, the Kaplan CTIT, was employed to determine if a transformation in the level of CTS occurs within the first semester of associate degree nursing students. Participants completed the pretest in the first three weeks of classes. Posttests were given after course finals. A significant transformation in the level of CT occurred. The estimated change in CT test scores was 2.04, with 95% confidence. Implications for early measurement of CTS in nursing programs reveals if teaching methodology is providing the necessary input for developing CTS or if evaluation and changes are needed.

Early Identification of Transformation in the Proficiency Level of Critical Thinking

2018 ◽  
pp. 126-147
Author(s):  
Velmarie King Swing
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Associate Degree ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Methodology ◽  
Associate Degree Nursing Students ◽  
Early Evaluation ◽  
First Semester ◽  
Proficiency Level

Critical Thinking (CT) in the nurse graduate continues to be a topic of concern in the academic and acute care settings. Few studies focus on early evaluation of Critical Thinking Skills (CTS). The purpose of this chapter is to show how the non-experimental, explanatory, quantitative study, the Kaplan CTIT, was employed to determine if a transformation in the level of CTS occurs within the first semester of associate degree nursing students. Participants completed the pretest in the first three weeks of classes. Posttests were given after course finals. A significant transformation in the level of CT occurred. The estimated change in CT test scores was 2.04, with 95% confidence. Implications for early measurement of CTS in nursing programs reveals if teaching methodology is providing the necessary input for developing CTS or if evaluation and changes are needed.

Effect of Simulation on the Development of Critical Thinking in Associate Degree Nursing Students

2013 ◽  
Vol 34 (3) ◽  
pp. 159-162
Author(s):  
LORI GOODSTONE ◽  
MICHAEL S. GOODSTONE ◽  
KATHLEEN CINO ◽  
CHRISTINE A. GLASER ◽  
KATHLEEN KUPFERMAN ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Associate Degree Nursing ◽  
Associate Degree ◽  
Associate Degree Nursing Students

Nursing Care Plans Versus Concept Maps in the Enhancement of Critical Thinking Skills in Nursing Students Enrolled in a Baccalaureate Nursing Program

2012 ◽  
Vol 18 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Tina Sinatra-Wilhelm
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Nursing Care ◽  
Baccalaureate Nursing ◽  
Concept Maps ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Care Plans

Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.

scholarly journals CONCEPT MAPPING – AN EFFECTIVE TOOL TO PROMOTE CRITICAL THINKING SKILLS AMONG NURSES

2011 ◽  
Vol 01 (04) ◽  
pp. 21-26
Author(s):  
T. Nirmala ◽  
B. S. Shakuntala
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Care Plans ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Abstract Title: Effect of Concept Mapping in Development of Critical thinking (CT) Skills among B. Sc Nursing Students Objectives: To evaluate the effectiveness of concept mapping as a teaching strategy to develop critical thinking skills. Materials and Methods: Pretest, post test control group design was used. The IV year B.Sc nursing students were included as experimental group (n=40) and control group (n=44). The experimental group was given a training to prepare nursing care plans using concept mapping. The training programme was for 12 weeks where the participants were given case study scenarios every week to prepare nursing care plans using concept map. The experimental group and control group were again assessed for the critical thinking skills. The concept maps were evaluated using scoring criteria. Results: In the post test, there was a significant difference in the critical thinking scores of both the groups at 0.05 level. (t=2.16). A significant improvement was identified between the pretest and post test critical thinking scores of experiment group at 0.05 level (t=2.0). Comparison of concept mapping scores of the experimental group in the pretest and post test showed a highly significant difference at 0.041 level. Conclusion: The study was able to show a significant improvement in the critical thinking skills of nursing students. However, the critical thinking scores were poor due to the high standard of the assessment tool. It is needed to develop critical thinking skill assessment tool which will suit the nursing community and further research is required to promote concept mapping as a teaching and learning strategy.

Sign in / Sign up

Export Citation Format

Share Document