Effects of Critical thinking, Communication skills and Clinical competency on Learning Flow of Nursing Students during Simulation Practice

Background: The skills in effective communication and critical thinking are essential for nurses to apply appropriate judgments in the delivery of patient care. Classroom debates are evident to be an effective strategy that can be used to improve such skills. Unfortunately, research focusing on classroom debates to promote critical thinking and oral communication skills among nursing students has not been extensively explored. Purpose: This study aimed to explore nursing students’ views of classroom debates as a learning strategy to enhance critical thinking and oral communication skills.Methods: A descriptive qualitative research design was employed in this study. Twelve students of the undergraduate program in nursing with classroom debate experiences and willingness to participate were purposively recruited for semi-structured interviews. Open-ended questions were used, and probing questions were also generated from the participants to get more detailed information. The interviews were transcribed verbatim and analyzed using the inductive content analysis. Results: The results of the study identified five themes, including the acquisition of new knowledge, awareness and responsiveness to diverse viewpoints and arguments, learning structuring ideas and appropriate ways of presentation, development of other necessary skills, and challenges of classroom debates in nursing education. Conclusion: Classroom debates promoted the development of critical thinking and oral communication skills, and offered students an opportunity to develop other necessary skills in the face of today’s complex healthcare. Classroom debates can be integrated into the curriculum and teaching practices of any nursing educational institutions.

Download Full-text

Factors Influencing Metacognition, Communication Skills, and Confidence in the Performance of Core Basic Nursing Skills on Clinical Competency in Nursing Students

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2019.25.4.448 ◽

2019 ◽

Vol 25 (4) ◽

pp. 448-458 ◽

Cited By ~ 1

Author(s):

Soeun Jang ◽

Soyoung Kim ◽

Namhee Park

Keyword(s):

Nursing Students ◽

Communication Skills ◽

Intervention Program ◽

Clinical Performance ◽

Correlation Coefficients ◽

Clinical Competency ◽

Performance Factors ◽

Factors Influencing ◽

Nursing Skills ◽

The Relationship

Purpose: The aim of this study was to identify the effect of metacognition, communication skills, and confidence in the performance of core basic nursing skills on clinical competency in nursing students. Methods: A total of 158 students were recruited from two nursing colleges in B metropolitan city. Data were collected by means of self-reported questionnaires from December 3-31, 2018 and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple linear regression with SPSS 21.0. Results: Metacognition, communication skills, and confidence in the performance of core basic nursing skills were higher than normal and the relationship between the variables metacognition (r=.69, p=<.001), communication skills (r=.69, p=<.001), and confidence in the performance of core basic nursing skills (r=.59, p=<.001) were highly positively correlated with clinical performance. Factors influencing these three variables accounted for 64.4% of clinical competency. Conclusion: Further research on the development of the curriculum and intervention program, and the verification of the effect are needed.

Download Full-text