Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Abstract OBJECTIVE To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. METHOD Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute . Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. RESULTS Twelve randomized clinical trials were included in the study. In the meta-analysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chi-square = 6.10, p = 0.106). CONCLUSION The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

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From theory to simulation to teach care for burn victims: case report

Escola Anna Nery ◽

10.1590/2177-9465-ean-2017-0391 ◽

2018 ◽

Vol 22 (3) ◽

Author(s):

Ana Railka de Souza Oliveira-Kumakura ◽

Juliany Lino Gomes Silva ◽

Natália Gonçalves

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Teaching Strategies ◽

Nursing Student ◽

Undergraduate Nursing Students ◽

Burn Victims ◽

Active Teaching ◽

Undergraduate Nursing ◽

Simulated Environment ◽

E Learning

Abstract Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

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Students’ views on the block evaluation process: A descriptive analysis

Curationis ◽

10.4102/curationis.v39i1.1516 ◽

2016 ◽

Vol 39 (1) ◽

Cited By ~ 2

Author(s):

Ntefeleng E. Pakkies ◽

Ntombifikile G. Mtshali

Keyword(s):

Nursing Students ◽

Teaching And Learning ◽

Student Evaluation ◽

Descriptive Analysis ◽

Evaluation Process ◽

Evaluation Tool ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Nursing College ◽

Quantitative Descriptive

Background: Higher education institutions have executed policies and practices intended to determine and promote good teaching. Students’ evaluation of the teaching and learning process is seen as one measure of evaluating quality and effectiveness of instruction and courses. Policies and procedures guiding this process are discernible in universities, but it isoften not the case for nursing colleges.Objective: To analyse and describe the views of nursing students on block evaluation, and how feedback obtained from this process was managed.Method: A quantitative descriptive study was conducted amongst nursing students (n = 177) in their second to fourth year of training from one nursing college in KwaZulu-Natal. A questionnaire was administered by the researcher and data were analysed using the Statistical Package of Social Sciences Version 19.0.Results: The response rate was 145 (81.9%). The participants perceived the aim of block evaluation as improving the quality of teaching and enhancing their experiences as students.They questioned the significance of their input as stakeholders given that they had never been consulted about the development or review of the evaluation tool, or the administration process; and they often did not receive feedback from the evaluation they participated in.Conclusion: The college management should develop a clear organisational structure with supporting policies and operational guidelines for administering the evaluation process. The administration, implementation procedures, reporting of results and follow-up mechanisms should be made transparent and communicated to all concerned. Reports and actions related to these evaluations should provide feedback into relevant courses or programmes.Keywords: Student evaluation of teaching; perceptions; undergraduate nursing students; evaluation process

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Critical thinking dispositions in undergraduate nursing students: A case study approach

Nurse Education Today ◽

10.1016/j.nedt.2018.06.014 ◽

2018 ◽

Vol 68 ◽

pp. 203-207 ◽

Cited By ~ 6

Author(s):

Tom Noone ◽

Aidan Seery

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Case Study Approach ◽

Undergraduate Nursing Students ◽

Thinking Dispositions ◽

Study Approach ◽

Undergraduate Nursing ◽

Critical Thinking Dispositions

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The development of a European elearning cultural competence education project and the creation of it’s underpinning literature based theoretical and organising framework

Journal of Nursing Education and Practice ◽

10.5430/jnep.v10n12p49 ◽

2020 ◽

Vol 10 (12) ◽

pp. 49

Author(s):

Edel McSharry ◽

Carol Hall ◽

Michelle Glacken ◽

Mary Brown ◽

Stathis Konstantinidis ◽

...

Keyword(s):

Nursing Students ◽

Cultural Competence ◽

Health Care Professionals ◽

Teaching And Learning ◽

Positive Impact ◽

Strategic Partnership ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

The Creation ◽

Media Learning

The EU have set standards in relation to cultural competence, and findings from previously funded EU commission projects have illuminated an extensively developed body of knowledge in this area in relation to healthcare. Evidence from contemporary literature shows that education interventions have a positive impact on the cultural competence of health care professionals. Nonetheless, short accessible resources that can be used flexibly to support teaching and learning around cultural competence are not available across many European countries. The aim of the TransCoCon (2017-2020) project has been to develop innovative accessible multi-media learning resources to enable undergraduate nursing students and registered nurses in five countries to develop their cultural self-efficacy and cultural competence for nursing. The purpose of this paper is to describe and discuss this European ERASMUS + funded strategic partnership project (TransCoCon 2017-2020) and the creation of its underpinning theoretical and organising framework. The rationale for this guiding framework will be discussed within the context of supporting literature.

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