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Bachelor nursing students´ and their educators´ experiences of teaching strategies targeting critical thinking: A scoping review
Malmö University, Faculty of Health and Society (HS), Department of Care Science (VV).ORCID iD: 0000-0002-4086-0086
Malmö University, Faculty of Health and Society (HS), Department of Care Science (VV).ORCID iD: 0000-0003-0077-9061
Malmö University, Faculty of Health and Society (HS), Department of Care Science (VV).ORCID iD: 0000-0002-8684-2537
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.ORCID iD: 0000-0002-7934-6949
2022 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 63, article id 103409Article, review/survey (Refereed) Published
Abstract [en]

AIM: 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?

BACKGROUND: 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.

DESIGN: Scoping review, Open Science Framework (OSF) registries DOI: 10.17605/OSF.IO/D89SB.

METHODS: 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.

RESULTS: 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.

CONCLUSIONS: 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.

Place, publisher, year, edition, pages
Elsevier, 2022. Vol. 63, article id 103409
Keywords [en]
Bachelor in Nursing, Critical thinking, Education, Educational research, Literature review, Nursing, Qualitative analysis, Teaching strategy
National Category
Nursing
Identifiers
URN: urn:nbn:se:mau:diva-54115DOI: 10.1016/j.nepr.2022.103409ISI: 000831354100002PubMedID: 35868062Scopus ID: 2-s2.0-85134843503OAI: oai:DiVA.org:mau-54115DiVA, id: diva2:1685380
Available from: 2022-08-02 Created: 2022-08-02 Last updated: 2024-02-05Bibliographically approved

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Westerdahl, FridaCarlson, ElisabethWennick, AnneBorglin, Gunilla

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