Andreou Christos, Papastavrou Evridiki, Merkouris Anastasios
School of Health Sciences, Department of Nursing, Cyprus University of Technology, Cyprus.
School of Health Sciences, Department of Nursing, Cyprus University of Technology, Cyprus.
Nurse Educ Today. 2014 Mar;34(3):362-71. doi: 10.1016/j.nedt.2013.06.004. Epub 2013 Jul 3.
Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education.
To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students.
Systematic review.
Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed.
Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies.
Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles.
Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies identical learning styles were found to be positively or negatively related to critical thinking. However comparative findings across studies revealed that all learning styles might be positive determinants toward critical thinking evolution, suggesting that there is a relationship between learning styles and critical thinking. Certain links between learning styles and critical thinking were supported in given settings and given nursing student populations. Further field exploration is required.
批判性思维是当代护士应具备的一项重要能力，然而，人们越来越担心其培养成果令人不安地匮乏。学习风格反映了习惯行为，这些行为决定了在学习情境中的不同偏好。有证据表明，批判性思维可以通过学习过程得到发展。因此，护理专业学生批判性思维培养成果的差异可能受个体学习偏好的影响。“学习风格”和“批判性思维”这两个概念在护理文献中已分别进行过研究。然而，尚未发现有综述探讨它们在护理教育中的关联。
确定本科护理专业学生的学习风格与批判性思维之间的潜在关系。
系统综述。
使用了11个电子数据库，无地理和时间出版限制。还对手检期刊及检索到的研究中的参考文献进行了筛选。
在数据库中检索描述性相关性研究，这些研究探讨本科护理专业学生的学习风格与批判性思维之间的关系。作者独立进行了三个阶段的筛选。根据预定标准，对检索到的文章进行标题、摘要和全文层面的审查。所有纳入研究均使用描述性研究评分工具进行质量评估。
最终纳入6项研究。研究结果归纳为四个关键主题：主要学习风格、批判性思维评分、学术进程中的批判性思维发展以及学习风格与批判性思维的相关性。各项研究均显示学习风格存在多样性、批判性思维能力薄弱以及学术进程中的发展不一致。不同学习风格的批判性思维存在显著差异。
护理教育中普遍接受的模式在学习风格和批判性思维方面均有所欠缺。在各项研究中，相同的学习风格与批判性思维呈正相关或负相关。然而，跨研究的比较结果表明，所有学习风格都可能是批判性思维发展的积极决定因素，这表明学习风格与批判性思维之间存在关联。在特定环境和特定护理学生群体中，学习风格与批判性思维之间存在某些联系。还需要进一步的实地探索。
