Teaching Strategies To Promote Critical Thinking Skills In Nursing Staff

Teaching Strategies To Promote Critical Thinking Skills In Nursing Staff-19
In most reviewed studies, the integrated simulation training was investigated only with Problem based learning and the use of other critical thinking strategies (problem solving-based on group discussion) is less studied.The importance and necessity of this study is clear with respect to the special status of teaching the critical thinking skills, the sensitivity of teaching the clinical skills.Critical thinking is an essential component of professional responsibility and quality nursing care.

In most reviewed studies, the integrated simulation training was investigated only with Problem based learning and the use of other critical thinking strategies (problem solving-based on group discussion) is less studied.The importance and necessity of this study is clear with respect to the special status of teaching the critical thinking skills, the sensitivity of teaching the clinical skills.Critical thinking is an essential component of professional responsibility and quality nursing care.

One of the major problems in training the nursing students is the utilization of traditional and non-active education in the clinical training and practical skills, which makes it difficult for the students to follow the critical thinking, problem solving ability and clinical decision path [13, 14].

One of the problems for the nurse instructors is the implementation of critical thinking strategies in the curriculum and scenarios, which determine the clinical complications in making the right decisions for the patient [14].

The integration of the two active learning techniques will improve the effectiveness of training programs.

The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students.

The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences.

Students were randomly divided into control (n = 20) and experimental (n = 20) groups.

Deubel stated that the use of an educational theory and subsequent use of a teaching model alone is not sufficient to advance learning and in order to design active courses and create the ground for learners to think, educational spectrum and teaching models must be integrated.

The integration of these practices such as simulation and critical thinking strategies will improve the effectiveness of training programs and will help students gain Nursing skills [3].

Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66.

Data were analyzed using t-test and Mann–Whitney test.

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