Southern District Health Board, Dunedin, New Zealand.
Centre for Medical and Health Sciences Education, The University of Auckland, New Zealand.
Nurse Educ Pract. 2021 May;53:103074. doi: 10.1016/j.nepr.2021.103074. Epub 2021 May 5.
Critical thinking is essential to quality health care and patient outcomes in the acute care setting. It is important for educators to understand and apply teaching and learning strategies to promote critical thinking of nursing students and junior nurses in acute care.
We followed Arksey and O'Malley's 2005 framework to undertake a scoping literature review to find out how critical thinking is promoted among nursing learners (i.e., nursing students and junior nurses) in acute care.
Between September and October 2018, four databases were searched: MEDLINE, CINAHL, ERIC, and Google Scholar. Search terms included: rapid, teaching, methods, nursing, promote, critical thinking and acute setting. A descriptive thematic analysis was undertaken.
Twenty-three articles were included for review. Three main themes were identified from the analysis: learner-teacher relationship, reflection, and inquiry. Strong relationships promoted positive role modelling and effective feedback - both contributing to the teaching of critical thinking. Reflection strategies such as concept mapping and journaling were frequently used, while active student inquiry further promoted critical thinking in the acute setting.
The acute setting affords opportunities and challenges to promote critical thinking. Teachers/clinicians should incorporate learner-centred pedagogy and encourage reflective practice to embed critical thinking in teaching and clinical practice.
批判性思维对于急性护理环境中的医疗质量和患者结果至关重要。教育者了解并应用教学和学习策略对于促进护理学生和初级护士在急性护理中的批判性思维非常重要。
我们遵循 Arksey 和 O'Malley 的 2005 年框架进行了范围性文献综述，以了解如何在急性护理中促进护理学习者（即护理学生和初级护士）的批判性思维。
2018 年 9 月至 10 月，我们在四个数据库中进行了搜索：MEDLINE、CINAHL、ERIC 和 Google Scholar。搜索词包括：快速、教学、方法、护理、促进、批判性思维和急性环境。进行了描述性主题分析。
有 23 篇文章被纳入审查。分析确定了三个主要主题：学习者-教师关系、反思和探究。良好的关系促进了积极的榜样作用和有效的反馈，这两者都有助于批判性思维的教学。反思策略，如概念映射和日志记录，经常被使用，而学生的积极探究则进一步促进了急性环境中的批判性思维。
急性环境为促进批判性思维提供了机会和挑战。教师/临床医生应采用以学习者为中心的教学法，并鼓励反思实践，将批判性思维融入教学和临床实践中。
