Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature |
| |
| Institution: | 1. School of Nursing and Midwifery, Griffith University, Brisbane, Australia;2. Menzies Health Institute, Queensland, Griffith University, Brisbane, Australia;1. Kyung Hee University College of Nursing Science, 100 Kyungheedaero, Hoegidong, Dongdaemungu, Seoul South Korea;2. Department of Nursing, Konkuk University, Glocal Campus, 268 Chungwon-daero, Chungju-si, Chungcheongbuk-do 380-701, South Korea;3. College of Nursing, Sungshin Women''s University, 76 ga-gil, Dobong-ro, Kangbuk-gu, Seoul, South Korea 140-732;1. McGill University, Ingram School of Nursing, 3506 University St. Office 207, Montreal, QC H3A 2A7, Canada;2. McGill University, Global Health Programs, McIntyre Medical Bldg., Room 633, 3655 Promenade Sir William Osler, Montreal, QC H3G 1Y6, Canada;3. Research Institute of the McGill University Health Centre, 2155 Guy St., Montreal, QC H3H 2R9, Canada;1. School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran;2. School of Health, Lorestan University of Medical Sciences, Khorramabad, Iran;3. Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran;4. School of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran |
| |
| Abstract: | BackgroundThe value and importance of incorporating strategies that promote critical thinking in nursing and midwifery undergraduate programmes are well documented. However, relatively little is known about the effectiveness of teaching strategies in promoting CT. Evaluating effectiveness is important to promote ‘best practise’ in teaching.ObjectiveTo evaluate the efficacy of teaching methods used to develop critical thinking skills in nursing and midwifery undergraduate students.Data SourcesThe following six databases; CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus were searched and resulted in the retrieval of 1315 papers.Review MethodsAfter screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme tool. Twenty-eight studies met the inclusion criteria and quality appraisal.ResultsTwelve different teaching interventions were tested in 8 countries. Results varied, with little consistency across studies using the same type of intervention or outcome tool. Sixteen tools were used to measure the efficacy of teaching in developing critical thinking. Seventeen studies identified a significant increase in critical thinking, while nine studies found no increases, and two found unexplained decreases in CT when using a similar educational intervention.ConclusionsWhilst this review aimed to identify effective teaching strategies that promote and develop critical thinking, flaws in methodology and outcome measures contributed to inconsistent findings. The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise. The review was limited to empirical studies published in English that used measures of critical thinking with midwifery and nursing students. Discipline specific strategies and tools that measure students' abilities to apply CT in practise are needed. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
