scholarly journals Nursing Students’ Perception on Tutor Performance and Students’ Critical Thinking in Online Learning

2022 ◽  
Vol 5 (2) ◽  
Author(s):  
Muhammad Fahri ◽  
Lisa Musharyanti
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cross Sectional ◽  
Study Results

Background: The Covid-19 pandemic has influenced health education in many countries, including nursing education that moved to online learning.  It affects the tutor's performance and students' critical thinking skills, especially in online PBL tutorials. Tutor and nursing students have to re-adapt to a new online meeting atmosphere that previously had face-to-face meetings. There was no previous investigation into the effect of online PBL on tutor performance and nursing students’ critical thinking skills in UMY.Purpose: This study aims to determine students’ perceptions of tutor performance in online problem-based learning tutorials and the critical thinking skills of nursing students in UMY.Methods: This research is a cross-sectional quantitative study. The sample included 91 second-year nursing students, using the total sampling technique. The researchers used two questionnaires with closed questions about the tutor's performance in PBL tutorials and the critical thinking skills. Data were analyzed by univariate analysis. Result: The majority of respondents were female (83.5%) and 19-20 years old (91.2%). The study results showed that the tutor's performance on the online PBL tutorial was in the good category (95.6%), while the critical thinking ability was in the poor category (54.9%).Conclusion: This study showed that students still needed to adjust and adapt maximally to online problem-based learning tutorials and needed support and motivation to improve the quality of learning.

scholarly journals Usability Telecontextual Study for Nursing Students: Unfolding Case Study

2021 ◽  
pp. 697-704
Author(s):  
Gina Nurdina ◽  
Tri Antika Rizki Kusuma Putri ◽  
Suci Noor Hayati
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Statistical Tests ◽  
Univariate Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Application Development ◽  
Cross Sectional ◽  
Almost All

Telecontextual study is a remote guidance method using an online platform to help students understand competency test materials and updates on nursing cases. This study aims to identify the platform’s usability to increase critical thinking for prepared students facing UJIKOM. The design of this study was descriptive with a cross-sectional approach. The research population is 34 students of STIKep PPNI West Java. Data collection was done via the USE questionnaire with 13 statements. The method’s useability was described with univariate analysis. The majority of respondents said this application was easy to apply (70.6%). Almost all respondents stated that this application was suitable and improved the critical thinking skills of nursing students (91.2%). Based on statistical tests, all respondents said that this application is easy to remember (100%). More than half of the respondents stated that this application only had minor errors (67.6%). All respondents remain satisfied with this application, although it needs improvement in several aspects (100%). It can be concluded that this application has good usability, as evidenced by the high score of the five usability aspects. Application development by minimizing errors and fixing the settings following the user target is expected to increase this application’s usability and readiness on a larger scale.   Keywords: Usability, Telecontextual, Unfolding Case Study

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

Ethical Reasoning in Baccalaureate Nursing Students

2009 ◽  
Vol 16 (4) ◽  
pp. 499-510 ◽  
Author(s):  
Lynn Clark Callister ◽  
Karlen E Luthy ◽  
Pam Thompson ◽  
Rae Jeanne Memmott
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Ethical Reasoning ◽  
Thinking Skills ◽  
Baccalaureate Nursing Students ◽  
Qualitative Inquiry ◽  
Critical Thinking Skills ◽  
Ethics Course

Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the `real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.

scholarly journals The Effects of Applying the Problem-Based Learning (PBL) Theory on the 11th Grade Scientific Stream Students’ Acquisition of the Concepts of Physics and the Development of Their Critical Thinking Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 60
Author(s):  
Sami Salameh Almasarweh ◽  
Mohammad Khudairat
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Study Results ◽  
Independent Variable ◽  
11Th Grade

The current study explores the effects of applying the Problem-Based Learning (PBL) Strategy on the 11th-grade scientific stream Jordanian students' acquisition of the concepts of developing their critical thinking skills. This study's significance lies in its emphasis on the worldwide growing tendency to apply PBL teaching strategies that consider developing the students' mental capabilities and creative thinking skills and, consequently, help them solve status-de- facto educational problems face and solve problems in their lives. The researchers used the experimental method in their study, which is based on studying the relationship between the independent and the dependent variables. For this reason, three study student groups, equal in their age, intelligence, academic achievement, social and economic standing, were selected. Two experimental groups were exposed to the independent variable (PBL) method, whereas the third control group was not exposed to the independent variable. Instead, it was taught in the Motion Unit in Physics by using the traditional teaching method. The results of the study were analyzed statistically, applying for the SPSS program. The Arithmetic Mean, the Standard Deviation, the Torsional Modulus, and the T-Test were used for the study analysis. The study results revealed that the two (PBL) experimental groups have proved to be much more superior to the control group's third traditional teaching method.

scholarly journals Determinan Adversity Quotient dan Kemampuan Berpikir Kritis Dengan Stres Pada Mahasiswa Yang Sudah Bekerja

2020 ◽  
Vol 4 (2) ◽  
pp. 145
Author(s):  
Riris Andriati ◽  
Fenita Purnama Sari Indah ◽  
Renti Yunita
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
P Value ◽  
Cross Sectional ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
The World

The incidence of stress was quite high, reaching more than 350 million people in the world and ranked 4th in the world. The purpose of this study was to determine the relationship between adversity quotient and critical thinking ability with stress on nursing students in the Widya Dharma Husada Tangerang School of Health Science who are already working. The method of this research was analytic study with a cross sectional approach. The number of samples was 96 students at Widya Dharma Husada Tangerang School of Health Science in 2020. Sampling used non-probability sampling techniques with purposive sampling. The results showed that respondents had a moderate adversity quotient of 48 respondents (50%) and respondents who think critically are not good as many as 61 respondents (63,5%). Statistical test results obtained the, then it can be concluded that there is a significant relationship between adversity quotient with stress (p-value = 0.004) and critical thinking skills with stress (p-value = 0.015) Keywords:Adversity QuotientCritical thinkingStressABSTRAKAngka kejadian stres tergolong cukup tinggi memperoleh lebih dari 350 juta penduduk di dunia dan berada di peringkat ke-4 penyakit di dunia. Tujuan Penelitian ini adalah untuk mengetahui hubungan adversity quotient dan kemampuan berpikir kritis dengan stres pada mahasiswa program b keperawatan di STIKes Widya Dharma Husada Tangerang yang sudah bekerja. Metode Penelitian ini merupakan penelitian analitik dengan pendekatan cross sectional. Jumlah sampel sebanyak 96 mahasiswa di STIKes Widya Dharma Husada Tangerang Tahun 2020. Pengambilan sampel menggunakan teknik non probability sampling dengan purposive sampling. Hasil penelitian diperoleh bahwa responden memiliki adversity quotient sedang sebanyak 48 responden (50%), responden yang berpikir kritis kurang baik sebanyak 61 responden (63,5%). Hasil uji statistik diperoleh, maka dapat disimpulkan bahwa ada hubungan yang signifikan antara adversity quotient dengan stres (p-value=0,004), dan kemampuan berpikir kritis dengan stres (p-value=0,015). Kata Kunci: Adversity QuotientKemampuan Berpikir Kritis,Stres

Differences in critical thinking skills between nursing students on a fast-track versus traditional 4-year programme

2021 ◽  
Vol 30 (7) ◽  
pp. 434-439
Author(s):  
Khaldoun Aldiabat ◽  
Enam Alsrayheen ◽  
Catherine Aquino-Russell ◽  
Mohammad Al-Qadire ◽  
Omar Al Rawajfah ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Fast Track ◽  
Thinking Skills ◽  
Cross Sectional Study ◽  
Critical Thinking Skills ◽  
Cross Sectional ◽  
University Degree ◽  
Self Administered Questionnaire ◽  
Canada Data

Background: The authors were unable to find studies comparing the critical thinking skills of nursing students on advanced standing programmes (ASP) and on traditional 4-year BN programmes in Canada. The ASP is a condensed Bachelor of Nursing (BN) programme, designed for students who already have a university degree or similar qualification. Aim: To measure and compare the critical thinking skills of ASP students and traditional 4-year BN students. Method: A cross-sectional study using a self-administered questionnaire used to collect data from 100 nursing students at a university in Canada. Data were analysed using descriptive and inferential statistics. All research ethics were taken into consideration. Findings: All participants scored highly in their critical thinking skills. However, ASP students scored significantly higher than their counterparts on the 4-year programme (M=21.6 vs M=18.9, F=4.75, P=0.035). Conclusion: Higher critical thinking skills among ASP nursing students is a promising sign to expand and support this type of programme as a fast and effective method to cover the shortage in nurses.

scholarly journals Andragogy and teaching techniques to enhance adult learners’ experience

2021 ◽  
Vol 11 (11) ◽  
pp. 31
Author(s):  
Nicole Lewis ◽  
Venise Bryan
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Adult Learners ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Clinical Teaching ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Techniques

Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

scholarly journals Do we need to rethink… …critical thinking?

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Todd Stretton
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
World Health Organization ◽  
Thinking Skills ◽  
Nurse Education ◽  
Critical Thinking Skills ◽  
World Health ◽  
Healthcare Education ◽  
Health Organization

Critical thinking skills are essential for safe and effective healthcare practice (Carbogim et al., 2018; Chan, 2013; Fero et al., 2010). However, recent reports express a growing concern of under-developed critical thinking in graduates (Fero et al., 2010) compounded by the shortage of clinical healthcare practitioners and pressures on educational institutes to meet market demand (World Health Organization, 2019). There is growing evidence to support the development of graduates’ critical thinking by incorporating heutagogical approaches that promote self-determined; social; flexible; situated and problem-based learning (Theobald & Ramsbotham, 2019; Thomas, Menon, Boruff, Rodriguez, & Ahmed, 2014) which can be facilitate by virtual learning environments.    Mobile extended reality (mXR) has been utilised in industry training to develop procedural and critical thinking skills and has some identified benefits in nursing education (Carbogim et al., 2018; Fero et al., 2010). However, the design principles and transference to other clinical programmes is yet to be established. There is a need to redefine the facilitation of critical thinking skills in clinical healthcare higher education using mXR. This brief presentation will explore the concept and theory behind the use of mXR; the potential impact on learning critical thinking skills, and tentative design principles for healthcare education.   The use of mXR to facilitate critical thinking skills in clinical healthcare education may provide an alternative to current practices that are less situated; encourage self-determination and enhance problem-based learning which are vital for clinical practice.   References Carbogim, F. D. C., Barbosa, A. C. S., de Oliviera, L. B., de Sá Diaz, F. B. B., Toledo, L. V., Alves, K. R., . . . Püschel, V. A. D. A. (2018). Educational intervention to improve critical thinking for undergraduate nursing students: A randomized clinical trial. Nurse Education in Practice, 33, 121-126. doi:10.1016/j.nepr.2018.10.001 Chan, Z. C. Y. (2013). A systematic review of critical thinking in nursing education. Nurse Education Today, 33(3), 236-240. doi: 10.1016/j.nedt.2013.01.007 Fero, L. J., O'Donnell, J. M., Zullo, T. G., Dabbs, A. D., Kitutu, J., Samosky, J. T., & Hoffman, L. A. (2010). Critical thinking skills in nursing students: Comparison of simulation-based performance with metrics. Journal of Advanced Nursing, 66(10), 2182-2193. doi:10.1111/j.1365-2648.2010.05385.x World Health Organization. (2019). Health Workforce: Education and Training. Retrieved from https://www.who.int/hrh/education/en/ Theobald, K. A., & Ramsbotham, J. (2019). Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to ‘think like a nurse’. Nurse Education in Practice, 38, 59-65. doi: 10.1016/j.nepr.2019.05.018 Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcareprofessionals: A scoping review. Implementation Science, 9(1), 54-74. doi:10.1186/1748-5908-9-54

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