scholarly journals Effect of a Situational Module Learning Course on Critical Thinking Disposition and Metacognition in Nursing Students: A Quasi-experimental Study

2019 ◽  
Vol 25 (2) ◽  
pp. 251-262
Author(s):  
Kwang Ok Park ◽  
Mi Yu
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Intervention Group ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Before And After ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Intellectual Integrity ◽  
Thinking Disposition

Purpose: This study aimed to identify the effect of a situational module learning course on critical thinking disposition and metacognition in sophomore nursing students. Methods: This study was a non-equivalent control-group pretest-posttest quasi-experimental design; the participants included 64 nursing students (32 in the experimental and 32 in the control group) from two Korean universities. Critical thinking disposition and metacognition between the control and intervention groups were measured before and after program participation. Data collection was conducted between September 1 and December 15, 2016. An independent t-test was used to determine differences in critical thinking disposition and metacognition between the groups and Pearson's correlations were measured for correlation with critical thinking disposition and metacognition. Results: The intervention group showed higher critical thinking disposition (t=3.16, p=.002); intellectual integrity (t=2.85, p=.006); and open-mindedness (t=3.30, p=.002) relative to those of the control group. However, there were no statistical differences in metacognition between the two groups (t=-0.14, p=.888). A significant positive correlation between metacognition and critical thinking disposition was found. (r=.62, p<.001). Conclusion: The situational module learning course developed in this study could be used to promote critical thinking disposition in nursing students.

scholarly journals Effectiveness of Simulation linked Problem Based Learning on Nursing College Students in South Korea

2020 ◽  
Vol 9 (2) ◽  
pp. 15
Author(s):  
Mi-Hye Lim
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
South Korea ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Critical Thinking Disposition ◽  
Before And After ◽  
Thinking Disposition

The purpose of this study was to investigate the effect of simulation with problem based learning on learning self-efficacy, critical thinking disposition and problem solving ability on nursing students in South Korea. The study was used one group pre-post test design, conducted on 65 nursing students in C Province and from August 27th to November 14th 2018. The study purpose was explained to the subject and a written informed consent was obtained. The participants were divided into three classes of five groups each. Every group consisted of four to five students. Simulation linked problem based learning was conducted for a total of nine hours: three hours a week over a period of three weeks. The differences between self-efficacy, problem solving ability, and critical thinking tendency were examined before and after simulation linked problem based learning. Data were collected through a self-reported questionnaire and analyzed using t-test, paired-t-test, Pearson's correlation. The scores of learning self-efficacy and critical thinking disposition after the simulation with problem-based learning were significantly higher than before simulation with problem-based learning. Learning self-efficacy after S-PBL had a significant positive correlation with critical thinking tendency and problem-solving ability, and there was a correlation between critical thinking tendency and the degree of problem-solving ability. As simulation with problem based learning improves the learning self-efficacy and critical thinking disposition of nursing students, it is necessary to develop scenarios based on various clinical cases and to operate a learning method to experience the problem-solving process.

Rubric-based debriefing to enhance nursing students’ critical thinking via simulation

2020 ◽  
Vol 7 (1) ◽  
pp. 11-16
Author(s):  
Janet Yuen Ha Wong ◽  
Maggie Mee Kie Chan ◽  
Vivien Wai Yin Tsang ◽  
Michelle Tsz Ha Pang ◽  
Claudia Kor Yee Chan ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Qualitative Data ◽  
Intervention Group ◽  
Estimating Equation ◽  
Vital Role ◽  
Simulated Patients ◽  
Control Group ◽  
Quasi Experimental ◽  
And Control

IntroductionDebriefing plays a vital role in effective simulation-based learning by providing feedback to students to foster their development of critical thinking in the learning.ObjectivesWe evaluated the effects of rubric-based debriefing on students’ critical thinking, level of confidence in performing tasks and communication.MethodThis is a quasi-experimental study. Final year nursing undergraduates (n=204) of a local university participated in the study. In the intervention group, students performed two 20 min simulation sessions individually with simulated patients followed by a 15 min individual rubric-based debriefing between the two sessions and had a 5 min of that at the end. In the control group, students performed the same simulation sessions followed by a 20 min individual rubric-based debriefing at the end. The primary outcome was comparing the critical thinking of students between two groups, which was assessed by The Northeastern Illinois University Critical Thinking Rubric. The qualitative data were collected by an open-ended question.ResultsBased on generalised estimating equation models, the intervention effect over time was found to be statistically significant (β=2.06, 95% CI 1.04 to 3.08) in enhancing students’ critical thinking. No statistically significant differences were reported in the self-perceived confidence levels between the intervention group and control group. Qualitative data reflected positive feedback from students on simulation activities.ConclusionsThis is the first study to provide evidence that a rubric-based debriefing enhances students’ critical thinking in simulation learning.

scholarly journals Effects of Team-based Learning using Concept Mapping on Critical Thinking Disposition and Metacognition of Nursing Students

2019 ◽  
Vol 25 (3) ◽  
pp. 277-288
Author(s):  
Yeo Won Jeong ◽  
Hae Young Min
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Group ◽  
Learning Method ◽  
Critical Thinking Disposition ◽  
Team Based Learning ◽  
Thinking Disposition ◽  
Experimental Group

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

scholarly journals Nursing intervention to prevent delirium in critically ill adults

2021 ◽  
Vol 55 ◽  
Author(s):  
Claudia Consuelo Torres Contreras ◽  
Astrid Nathalia Páez-Esteban ◽  
Mayerli Katherine Rincon-Romero ◽  
Raquel Rivera Carvajal ◽  
Marisela Márquez Herrera ◽  
...  
Keyword(s):  
Critically Ill ◽  
Critically Ill Patients ◽  
Intervention Group ◽  
Nursing Intervention ◽  
Control Group ◽  
Before And After ◽  
Delirium Prevention ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Critically Ill Adults

ABSTRACT Objective: To determine the effectiveness of a nursing intervention for delirium prevention in critically ill patients. Method: A quasi-experimental study was conducted with a non-equivalent control group and with evaluation before and after the intervention. 157 Patients were part of the intervention group and 134 of the control group. Patients were followed-up until they were discharged from the ICU or died. The incidence of delirium in both groups was compared. Additionally, the effect measures were adjusted for the propensity score. Results: The incidence and incidence rate of delirium in the control group were 20.1% and 33.1 per 1000 person-days (CI 95% 22.7 to 48.3) and in the intervention group was 0.6% and 0.64 per 1000 person-days (CI 95% 0.22 to 11.09), respectively. The crude Hazard Ratio was 0.06 (CI 95% 0,008 to 0,45) and adjusted 0.07 (CI 95% 0,009 to 0,60). The number needed to be treated was six. Conclusion: Low incidence of delirium in critically ill patients intervened demonstrated the effectiveness of interventions. The average intervention time was 4 days with a 15-minutes dedication for each patient.

scholarly journals EFFECT OF INTERPROFESSIONAL EDUCATION MODEL TO TEAM WORK AND COLLABORATION ATTITUDES OF NURSING STUDENTS IN THE INTENSIVE CARE UNIT OF HOSPITAL

2017 ◽  
Vol 1 (2) ◽  
pp. 115
Author(s):  
Eny Kusmiran ◽  
Istianah Istianah ◽  
Lisbet Octovia Manalu
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Nursing Students ◽  
Interprofessional Education ◽  
Intervention Group ◽  
Team Work ◽  
Control Group ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference

Background: International policy recommends Interprofesional Education (IPE) to improve the practice of interprofessional In an effort to improve the practice of professional nurses, the IPE is the strategy of forming professional conduct of nurses in team work and collaboration between other health professionals, especially doctors in critical care. Objective: to identify the effect of IPE model of team work and collaboration of the attitudes of nursing students in an intensive care unit of Hospital. Methods: This study was conducted with The quasi-experimental design. The number of 30 subjects (15 intervention and 15 control group) by random sampling. The intervention consisted of 1) pretest 2) the provision of material interprofessional education modules on subjects of critical nursing for 2 weeks, 2) posttest. Paired t tests were used to determine the effects of interprofessional Education. Independence t-test were used to determine the difference effect of interprofessional Education. The instrument used was The Attitudes towards interprofessional Health Care Teams Scales to measure the attitude of teamwork and Interprofesional Collaboration Scales to measure the attitude of collaboration. Results: There were differences rates of team work and collaboration attitudes of nurses before and after on intervention group. There werenot differences rates of team work and collaboration attitudes of nurses before and after on control group. There were differences scores of the attitude of team work and collaboration between the intervention and control groups. Conclusions and Recommendations: Giving IPE modules for nurses are commonly regarded to be an essential strategy for improving team work and collaboration attitudes on nurses student at intensive care unit of hospital. Keyword: Interprofessional Education, team work, collaboration, nurses student.

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