Department of Nursing and Midwifery, Faculty of Medicine & Health Sciences, Stellenbosch University, Cape Town, South Africa.
School of Nursing and Midwifery, College of Health and Allied Sciences, University of Cape Coast, Cape Coast, Ghana.
Nurs Open. 2023 Aug;10(8):5129-5138. doi: 10.1002/nop2.1748. Epub 2023 Apr 13.
Critical thinking (CT) is vital in assisting nurses to function efficiently in the ever-changing health care environment. A CT-based curriculum framework provides the impetus necessary to drive the acquisition of CT skills of students. Yet, there is no known CT-based framework contextualized to developing countries where seniority tradition is a norm. Therefore, the aim of this study was to develop a CT-based curriculum framework to facilitate the development of CT skills of nursing students in developing countries.
Cooperative inquiry.
Using purposive sampling, 11 participants comprising students, educators and preceptors developed a CT-based curriculum framework.
Findings were organized into a framework illustrating interconnected concepts required to foster CT skills of nursing students. These concepts include authentic student-facilitator partnership, a facilitator that makes a difference; a learner that is free to question and encouraged to reflect; a conducive and participatory learning environment; curriculum renewal processes and contextual realities.
批判性思维（CT）对于帮助护士在不断变化的医疗保健环境中高效运作至关重要。基于 CT 的课程框架为推动学生 CT 技能的获取提供了必要的动力。然而，在以资历传统为规范的发展中国家，还没有已知的基于 CT 的框架。因此，本研究的目的是开发一个基于 CT 的课程框架，以促进发展中国家护理学生 CT 技能的发展。
合作探究。
采用目的抽样法，11 名学生、教育者和导师参与了研究，共同制定了基于 CT 的课程框架。
研究结果组织成一个框架，说明了培养护理学生 CT 技能所需的相互关联的概念。这些概念包括真实的学生-促进者伙伴关系、有所作为的促进者、可以自由提问和鼓励反思的学习者、有利的和参与性的学习环境、课程更新过程和背景现实。
