Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden.
Department of Health Sciences, The Faculty of Health, Science and Technology, Karlstad University, Sweden; Department of Bachelor's in Nursing, Lovisenberg Diaconal University College, Oslo, Norway.
Nurse Educ Pract. 2022 Aug;63:103409. doi: 10.1016/j.nepr.2022.103409. Epub 2022 Jul 12.
The objective of this scoping review was to review the published literature on existing teaching strategies targeting bachelor nursing students' critical thinking and explore how these strategies are described by students and educators. The research questions were: (i) Which teaching strategies are described in the literature targeting critical thinking among nursing students? and (ii) How are these teaching strategies described and experienced by students and/or nurse educators?
Critical thinking is integrated in the many clinical assignments and responsibilities with which registered nurses are faced. Therefore, it is important that nurse educators implement teaching strategies supporting bachelor nursing students' development of critical thinking to prepare them for their professional responsibilities.
Scoping review, Open Science Framework (OSF) registries DOI: 10.17605/OSF.IO/D89SB.
The scoping review followed the six steps of Arksey and O'Malley (2005). Systematic searches were conducted using the databases PubMed, CINAHL, ERIC, ERC and PsycINFO. Eligible studies were quality assessed and text excerpts answering the research questions were analysed by a thematic analysis.
Our findings represent 19 published studies and can be understood according to two themes: the importance of the educational conditions and the impact of implemented teaching strategies. The first theme reflected not only the descriptions of important traits in the educational milieu facilitating the development of critical thinking but also the importance of how the content targeting such skills were delivered and organised. The second theme mirrored descriptions of how the students, through the teaching strategies, realized the need for collaboration to facilitate critical thinking. Further, it showed how the teaching strategies fostered professional growth and learning adaptation, by encouraging the students to question their knowledge and facilitating their development of clinical knowledge.
The strategies used in the facilitation of critical thinking need to incorporate collaboration and student-centredness, creating a relaxed climate where the educators can assist through guidance and support. This calls for the implementation of teaching strategies whereby both educators and students are active in facilitating the learning environment.
本范围综述的目的是回顾现有的针对本科护理学生批判性思维的教学策略的已发表文献，并探讨学生和教育者如何描述这些策略。研究问题是：(i)文献中描述了哪些针对护理学生批判性思维的教学策略？(ii) 学生和/或护士教育者如何描述和体验这些教学策略？
批判性思维是注册护士面临的许多临床任务和职责的重要组成部分。因此，护士教育者实施支持本科护理学生批判性思维发展的教学策略以培养他们为专业职责做好准备是很重要的。
范围综述，开放科学框架（OSF）注册 DOI：10.17605/OSF.IO/D89SB。
该范围综述遵循了 Arksey 和 O'Malley（2005 年）的六个步骤。使用 PubMed、CINAHL、ERIC、ERC 和 PsycINFO 数据库进行系统检索。合格的研究进行了质量评估，并通过主题分析对回答研究问题的文本摘录进行了分析。
我们的研究结果代表了 19 项已发表的研究，可以根据两个主题来理解：教育条件的重要性和实施的教学策略的影响。第一个主题不仅反映了促进批判性思维发展的教育环境的重要特征的描述，还反映了针对这些技能的内容如何传递和组织的重要性。第二个主题反映了学生如何通过教学策略意识到需要合作来促进批判性思维，以及教学策略如何通过鼓励学生质疑自己的知识并促进他们的临床知识发展来促进专业成长和学习适应。
促进批判性思维的策略需要纳入协作和以学生为中心的理念，创造一个轻松的氛围，教育者可以通过指导和支持来协助。这需要实施教学策略，使教育者和学生都积极参与促进学习环境。
