Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
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

Open Access in DiVA

fulltext(830 kB)283 downloads
File information
File name FULLTEXT01.pdfFile size 830 kBChecksum SHA-512
98320c95f5bab8a0e67168807f5dc71eec5775ee9d05a3427e01b8ed496621cf2cbb911a13c33c54a41a0af63d64a60efdfe13ff029bc26c1f8351c3ad2db853
Type fulltextMimetype application/pdf

Other links

Publisher's full textPubMedScopus

Authority records

Westerdahl, FridaCarlson, ElisabethWennick, AnneBorglin, Gunilla

Search in DiVA

By author/editor
Westerdahl, FridaCarlson, ElisabethWennick, AnneBorglin, Gunilla
By organisation
Department of Care Science (VV)
In the same journal
Nurse Education in Practice
Nursing

Search outside of DiVA

GoogleGoogle Scholar
Total: 283 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 255 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf