Teaching Strategies To Promote Critical Thinking Skills In Nursing Staff

Teaching Strategies To Promote Critical Thinking Skills In Nursing Staff-6
After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively.

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A significance level of 0.05 was considered to be statistically significant.

The mean scores of the experimental group performance level were higher than the mean score of the control group performance level.

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].

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There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods.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.This research was a quasi-experimental research with non-equivalent group pretest posttest design, which was carried out to compare the effect of simulation-based training and integrated training (simulation and critical thinking strategies) on the performance level and the critical thinking ability of nursing students studying at Shiraz Faculty of Nursing and Midwifery in 2014.The study samples include all first-year nursing students studying in the second semester of the academic year of 2014–2015 (n = 40) who were selected applying census method.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.In this way, we can empower nurses by adopting new techniques and strategies of active learning.Therefore, the aim of this study is to compare the effects of integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and the critical thinking ability of students in 2014 in Shiraz.


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