An Evidence-Based Review of Educational Strategies to Facilitate the Development of Critical Thinking Skills in Graduate Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/308555
Category:
Abstract
Type:
Presentation
Title:
An Evidence-Based Review of Educational Strategies to Facilitate the Development of Critical Thinking Skills in Graduate Nurses
Author(s):
Hooper, Barbara L.
Lead Author STTI Affiliation:
Kappa Epsilon-at-large
Author Details:
Barbara L. Hooper, DNP, MSN, RN, NE-BC, hooperba@gvsu.edu
Abstract:

Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013

Health care is complex and continually changing. As a result, the critical thinking required by nurses today is becoming even more sophisticated. A variety of educational strategies have been used to teach critical thinking. The purpose of this evidence based review was to synthesize and evaluate the different educational strategies that are utilized for developing critical thinking skills in new graduate nurses to determine if a specific educational strategy has been found through research to be more effective compared to the other approaches identified.

Approximately 223 articles were identified by different search strategies. A total of 71 research studies were included in the initial literature review and 35 studies being selected for the final literature review. A variety of educational strategies have been utilized to teach critical thinking including reflection, concept maps, case studies, problem-based learning, questioning, and simulation. 

Despite the variety of educational strategies available, current research literature did not provide evidence of the effectiveness of one specific educational strategy over another for developing critical thinking skills. Nursing competency plays a significant role in promoting patient safety, and critical thinking is thought to be a vital component of nursing practice. Using multiple educational strategies is important when selecting approaches to facilitate the development of critical thinking. Consequently, current research needs to be continually reviewed to guide the development of evidence-based programs for orientation because educators have a professional responsibility to make sure new graduates receive the best possible start in their nursing careers.

Keywords:
Educational Strategies; Graduate Nurses; Critical Thinking
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleAn Evidence-Based Review of Educational Strategies to Facilitate the Development of Critical Thinking Skills in Graduate Nursesen_GB
dc.contributor.authorHooper, Barbara L.en_GB
dc.contributor.departmentKappa Epsilon-at-largeen_GB
dc.author.detailsBarbara L. Hooper, DNP, MSN, RN, NE-BC, hooperba@gvsu.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308555-
dc.description.abstract<p>Poster presented on: Tuesday, November 19, 2013, Monday, November 18, 2013</p>Health care is complex and continually changing. As a result, the critical thinking required by nurses today is becoming even more sophisticated. A variety of educational strategies have been used to teach critical thinking. The purpose of this evidence based review was to synthesize and evaluate the different educational strategies that are utilized for developing critical thinking skills in new graduate nurses to determine if a specific educational strategy has been found through research to be more effective compared to the other approaches identified. <p>Approximately 223 articles were identified by different search strategies. A total of 71 research studies were included in the initial literature review and 35 studies being selected for the final literature review. A variety of educational strategies have been utilized to teach critical thinking including reflection, concept maps, case studies, problem-based learning, questioning, and simulation.  <p>Despite the variety of educational strategies available, current research literature did not provide evidence of the effectiveness of one specific educational strategy over another for developing critical thinking skills. Nursing competency plays a significant role in promoting patient safety, and critical thinking is thought to be a vital component of nursing practice. Using multiple educational strategies is important when selecting approaches to facilitate the development of critical thinking. Consequently, current research needs to be continually reviewed to guide the development of evidence-based programs for orientation because educators have a professional responsibility to make sure new graduates receive the best possible start in their nursing careers.en_GB
dc.subjectEducational Strategiesen_GB
dc.subjectGraduate Nursesen_GB
dc.subjectCritical Thinkingen_GB
dc.date.available2013-12-19T17:32:51Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:32:51Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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