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Research article
The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study  
Tran Thi Hoang Oanh, Luu Thi Thuy, Ngo Thi Thu Huyen
J Educ Eval Health Prof. 2024;21:24.   Published online September 23, 2024
DOI: https://doi.org/10.3352/jeehp.2024.21.24
  • 440 View
  • 154 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy.
Methods
A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05.
Results
The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025.
Conclusion
The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.
Educational/Faculty development material
Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation  
Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
J Educ Eval Health Prof. 2022;19:5.   Published online February 28, 2022
DOI: https://doi.org/10.3352/jeehp.2022.19.5
  • 5,405 View
  • 482 Download
  • 7 Web of Science
  • 9 Crossref
AbstractAbstract PDFSupplementary Material
Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by  
  • A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff
    G. Doherty, L. McLaughlin, C. Hughes, J. McConnell, R. Bond, S. McFadden
    Radiography.2024; 30(2): 474.     CrossRef
  • Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States
    Eileen Alexander, Ashley White, Ashley Varol, Kacey Appel, Cristian Lieneck
    Education Sciences.2024; 14(5): 515.     CrossRef
  • Evaluating a Virtual Flipped Classroom Approach to Nurse Practitioner Telehealth Competency Development
    Laurie Posey, Sherrie Wallington, Neal Sikka, Arlene Pericak, Qiuping Zhou, Christine Pintz
    Journal of Nursing Education.2024; 63(8): 546.     CrossRef
  • Effectiveness of the Flipped Project-Based Learning Model Based on Moodle LMS to Improve Student Communication and Problem-Solving Skills in Learning Programming
    Ruslan Ruslan, Lu’mu Lu’mu, M. Miftach Fakhri, Ansari Saleh Ahmar, Della Fadhilatunisa
    Education Sciences.2024; 14(9): 1021.     CrossRef
  • A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation
    Gede Suwardika, Agus Tatang Sopandi, I. Putu Oktap Indrawan, Kadek Masakazu
    Asian Association of Open Universities Journal.2024; 19(2): 135.     CrossRef
  • Inculcating Critical Thinking Skills in Medical Students: Ways and Means
    Mandeep Kaur, Rajiv Mahajan
    International Journal of Applied & Basic Medical Research.2023; 13(2): 57.     CrossRef
  • Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom
    Nurfatimah Sugrah, Suyanta, Antuni Wiyarsi
    LUMAT: International Journal on Math, Science and Technology Education.2023;[Epub]     CrossRef
  • Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
    Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
    Educación Médica.2022; 23(5): 100758.     CrossRef
  • Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
    Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
    BMC Medical Education.2022;[Epub]     CrossRef
Research article
Effects of a curriculum integrating critical thinking on medical students’ critical thinking ability in Iran: a quasi-experimental study  
Akbar Soltani, Mahboobeh Khabaz Mafinejad, Maryam Tajik, Hamideh Moosapour, Taha Bayat, Fatemeh Mohseni
J Educ Eval Health Prof. 2021;18:14.   Published online July 5, 2021
DOI: https://doi.org/10.3352/jeehp.2021.18.14
  • 4,947 View
  • 362 Download
  • 4 Web of Science
  • 7 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Improving physicians’ critical thinking abilities could have meaningful impacts on various aspects of routine medical practice, such as choosing treatment plans, making an accurate diagnosis, and reducing medical errors. The present study aimed to measure the effects of a curriculum integrating critical thinking on medical students’ skills at Tehran University of Medical Sciences, Iran.
Methods
A 1-group pre-test, post-test quasi-experimental design was used to assess medical students’ critical thinking abilities as they progressed from the first week of medical school to middle of the third year of the undergraduate medical curriculum. Fifty-six participants completed the California Critical Thinking Skills Test twice from 2016 to 2019.
Results
Medical students were asked to complete the California Critical Thinking Skills Test the week before their first educational session. The post-test was conducted 6 weeks after the 2 and half-year program. Out of 91 medical students with a mean age of 20±2.8 years who initially participated in the study, 56 completed both the pre- and post-tests. The response rate of this study was 61.5%. The analysis subscale showed the largest change. Significant changes were found in the analysis (P=0.03), evaluation (P=0.04), and inductive reasoning (P<0.0001) subscales, but not in the inference (P=0.28), and deductive reasoning (P=0.42) subscales. There was no significant difference according to gender (P=0.77).
Conclusion
The findings of this study show that a critical thinking program had a substantial effect on medical students’ analysis, inductive reasoning, and evaluation skills, but negligible effects on their inference and deductive reasoning scores.

Citations

Citations to this article as recorded by  
  • Health literacy profiles of medical students in an Australian Doctor of Medicine programme: A cross‐sectional study using the Health Literacy Questionnaire
    Margo Lane, Robyn Dixon, Ken J. Donald, Robert S. Ware
    Health Promotion Journal of Australia.2024; 35(3): 617.     CrossRef
  • Integrated curriculum in the United States pharmacy programs
    Marjan Zakeri, Bilqees Fatima, Sahar Yazdanfard, Sujit S. Sansgiry
    Currents in Pharmacy Teaching and Learning.2024; 16(7): 102094.     CrossRef
  • The relationship and influencing factors of critical thinking and medical ethical decision-making among pediatric medical students
    Hongxing Dang, Shaojun Li, Jing Li
    Medicine.2024; 103(38): e39865.     CrossRef
  • Critical Thinking Disposition and Influencing Factors Among Sophomore Pediatric Medical Students
    Hongxing Dang, Shaojun Li, Jing Li, Li Long
    Advances in Medical Education and Practice.2024; Volume 15: 1005.     CrossRef
  • Evaluating and comparing critical thinking skills of residents of Tehran University of Medical Sciences
    Saeed Reza Mehrpour, Amin Hoseini Shavoun, Azita Kheiltash, Rasoul Masoomi, Roya Nasle Seraji
    BMC Medical Education.2023;[Epub]     CrossRef
  • Construction of structural correlation of quantitative literacy and critical thinking, and factors affecting them in students of pre-service biology teachers
    M. Arsyad, Sri Rahayu Lestari, Murni Sapta Sari, Fatchur Rohman
    Eurasia Journal of Mathematics, Science and Technology Education.2023; 19(10): em2342.     CrossRef
  • Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial
    Liliana Pedraja-Rejas, Carlos Rodríguez-Cisterna
    Revista Venezolana de Gerencia.2023; 28(104): 1667.     CrossRef
Review
Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review  
Yongmi Lee, Younjae Oh
J Educ Eval Health Prof. 2020;17:26.   Published online September 7, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.26
  • 8,993 View
  • 295 Download
  • 11 Web of Science
  • 11 Crossref
AbstractAbstract PDFSupplementary Material
The purpose of this study was to obtain a more comprehensive understanding of critical thinking within the clinical nursing context. In this review, we addressed the following specific research questions: what are the levels of critical thinking among clinical nurses?; what are the antecedents of critical thinking?; and what are the consequences of critical thinking? A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013. The levels of critical thinking among clinical nurses were moderate or high. Regarding the antecedents of critical thinking, the influence of sociodemographic variables on critical thinking was inconsistent, with the exception that levels of critical thinking differed according to years of work experience. Finally, little research has been conducted on the consequences of critical thinking and related factors. The above findings highlight the levels, antecedents, and consequences of critical thinking among clinical nurses in various settings. Considering the significant association between years of work experience and critical thinking capability, it may be effective for organizations to deliver tailored education programs on critical thinking for nurses according to their years of work experience.

Citations

Citations to this article as recorded by  
  • Relationship among core competency, self-efficacy and transition shock in Chinese newly graduated nurses: a cross-sectional study
    Yahui Tong, Ting Wang, Shuping Tong, Zhaofang Tang, Lifen Mao, Lan Xu, Xiaoqing Shi
    BMJ Open.2024; 14(4): e082865.     CrossRef
  • Critical thinking level in nursing degree students according to sociodemographic and academic variables: A correlational study
    Luis Basco-Prado, Ainoa Biurrun-Garrido, Esperanza Zuriguel-Pérez, Juan Roldán-Merino, Olga Mestres-Soler
    Nurse Education in Practice.2024; 78: 103955.     CrossRef
  • The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners: An Intervention Study
    Wenxia Liu, Yunsong Wang
    European Journal of Education.2024;[Epub]     CrossRef
  • Multilevel Modeling of Individual and Group Level Influences on Critical Thinking and Clinical Decision-Making Skills among Registered Nurses: A Study Protocol
    Nur Hidayah Zainal, Kamarul Imran Musa, Nur Syahmina Rasudin, Zakira Mamat
    Healthcare.2023; 11(8): 1169.     CrossRef
  • The relationship between critical thinking and job performance among nurses: A descriptive survey study
    Nimet Ateş, Nurgül Erdal, Arzu Kader Harmancı Seren
    International Journal of Nursing Practice.2023;[Epub]     CrossRef
  • The effect of modified observation-teaching-discussion pedagogy combined with microteaching on the critical thinking ability of nursing interns in China: a quasi-experimental study
    Sheng-Mei Wu, Yan-Yuan Lei, Qing Miao, Jia-Qin Wang, Yu-Feng Tian, Zu-Yang Xi
    Frontiers in Education.2023;[Epub]     CrossRef
  • Critical thinking among clinical nurses and related factors: A survey study in public hospitals
    Eylül Urhan, Esperanza Zuriguel‐Perez, Arzu Kader Harmancı Seren
    Journal of Clinical Nursing.2022; 31(21-22): 3155.     CrossRef
  • Impact of Nurse–Physician Collaboration, Moral Distress, and Professional Autonomy on Job Satisfaction among Nurses Acting as Physician Assistants
    Yunmi Kim, Younjae Oh, Eunhee Lee, Shin-Jeong Kim
    International Journal of Environmental Research and Public Health.2022; 19(2): 661.     CrossRef
  • Development and validation of a script concordance test to assess biosciences clinical reasoning skills: A cross-sectional study of 1st year undergraduate nursing students
    Catherine Redmond, Aiden Jayanth, Sarah Beresford, Lorraine Carroll, Amy N.B. Johnston
    Nurse Education Today.2022; 119: 105615.     CrossRef
  • The nursing critical thinking in clinical practice questionnaire for nursing students: A psychometric evaluation study
    Esperanza Zuriguel-Pérez, María-Teresa Lluch-Canut, Montserrat Puig-Llobet, Luis Basco-Prado, Adrià Almazor-Sirvent, Ainoa Biurrun-Garrido, Mariela Patricia Aguayo-González, Olga Mestres-Soler, Juan Roldán-Merino
    Nurse Education in Practice.2022; 65: 103498.     CrossRef
  • Transition shock, preceptor support and nursing competency among newly graduated registered nurses: A cross-sectional study
    Feifei Chen, Yuan Liu, Xiaomin Wang, Hong Dong
    Nurse Education Today.2021; 102: 104891.     CrossRef
Research article
Mismatch between the proposed ability concepts of the Graduate Record Examination and the critical thinking skills of physical therapy applicants suggested by an expert panel in the United States  
Emily Shannon Hughes
J Educ Eval Health Prof. 2019;16:24.   Published online August 27, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.24
  • 11,229 View
  • 187 Download
  • 2 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
The Graduate Record Examination (GRE) is a general examination predictive of success in US-based graduate programs. Used to assess students’ written, mathematical, and critical thinking (CT) skills, the GRE is utilized for admission to approximately 85% of US physical therapist education (PTE) programs. The purpose of this study was to assess whether the CT skills measured by the GRE match those deemed by an expert panel as the most important to assess for PTE program acceptance.
Methods
Using a modified E-Delphi approach, a 3-phase survey was distributed over 8 weeks to a panel consisting of licensed US physical therapists with expertise on CT and PTE program directors. The CT skills isolated by the expert panel, based on Facione’s Delphi report, were compared to the CT skills assessed by the GRE.
Results
The CT skills supported by the Delphi report and chosen by the expert panel for assessment prior to acceptance into US PTE programs included clarifying meaning, categorization, and analyzing arguments. Only clarifying meaning matched the CT skills from the GRE.
Conclusion
The GRE is a test for general admission to graduate programs, lacking context related to healthcare or physical therapy. The current study fails to support the GRE as an assessment tool of CT for admission to PTE programs. A context-based admission test evaluating the CT skills identified in this study should be developed for use in the admission process to predict which students will complete US PTE programs and pass the licensure exam.

Citations

Citations to this article as recorded by  
  • Diversifying the Physical Therapist Workforce Through Holistic Hiring, Admissions, and Retention Processes
    Nipaporn Somyoo, Kimberly Varnado, Eder A Garavito, Janet Kneiss
    Physical Therapy.2024;[Epub]     CrossRef
  • Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam i
    Sara Lolar, Jamie McQueen, Sara Maher
    Journal of Educational Evaluation for Health Professions.2020; 17: 16.     CrossRef
Research Article
Validation of a clinical critical thinking skills test in nursing  
Sujin Shin, Dukyoo Jung, Sungeun Kim
J Educ Eval Health Prof. 2015;12:1.   Published online January 27, 2015
DOI: https://doi.org/10.3352/jeehp.2015.12.1
  • 35,600 View
  • 292 Download
  • 5 Web of Science
  • 9 Crossref
AbstractAbstract PDF
Purpose
The purpose of this study was to develop a revised version of the clinical critical thinking skills test (CCTS) and to subsequently validate its performance. Methods: This study is a secondary analysis of the CCTS. Data were obtained from a convenience sample of 284 college students in June 2011. Thirty items were analyzed using item response theory and test reliability was assessed. Test-retest reliability was measured using the results of 20 nursing college and graduate school students in July 2013. The content validity of the revised items was analyzed by calculating the degree of agreement between instrument developer intention in item development and the judgments of six experts. To analyze response process validity, qualitative data related to the response processes of nine nursing college students obtained through cognitive interviews were analyzed. Results: Out of initial 30 items, 11 items were excluded after the analysis of difficulty and discrimination parameter. When the 19 items of the revised version of the CCTS were analyzed, levels of item difficulty were found to be relatively low and levels of discrimination were found to be appropriate or high. The degree of agreement between item developer intention and expert judgments equaled or exceeded 50%. Conclusion: From above results, evidence of the response process validity was demonstrated, indicating that subjects respondeds as intended by the test developer. The revised 19-item CCTS was found to have sufficient reliability and validity and will therefore represents a more convenient measurement of critical thinking ability.

Citations

Citations to this article as recorded by  
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    Mitch Wolden, Brent Hill, Sara Farquhar Voorhees
    Journal of Physical Therapy Education.2019; 33(1): 78.     CrossRef
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    Yeon Hee Kim, Ja Min, Soon Hee Kim, Sujin Shin
    BMC Medical Education.2018;[Epub]     CrossRef
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    Christine L. Sommers
    Nurse Education in Practice.2018; 30: 91.     CrossRef
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    Sujin Shin, Inhee Park, Eunhee Hwang, Dukyoo Jung, Kon Hee Kim
    Korean Medical Education Review.2018; 20(1): 44.     CrossRef
  • The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators
    H. Carrie Chen, Maria A. Wamsley, Amin Azzam, Katherine Julian, David M. Irby, Patricia S. O'Sullivan
    Teaching and Learning in Medicine.2017; 29(2): 216.     CrossRef
  • Cultivating Critical Thinking Using Virtual Interactive Case Studies
    Susan M. Burke
    Journal of Pediatric Nursing.2017; 33: 94.     CrossRef
  • Encouraging Critical Clinical Thinking (CCT) Skills in First-Year Veterinary Students
    Duncan C. Ferguson, Leslie Klis McNeil, David J. Schaeffe, Eric M. Mills
    Journal of Veterinary Medical Education.2017; 44(3): 531.     CrossRef
  • Developing a Foundation for Interprofessional Education Within Nursing and Medical Curricula
    Trisha Leann Horsley, Trent Reed, Keith Muccino, Donna Quinones, Viva Jo Siddall, Janet McCarthy
    Nurse Educator.2016; 41(5): 234.     CrossRef
  • Supervision in psychiatry
    Joanna MacDonald, Pete M. Ellis
    Current Opinion in Psychiatry.2012; 25(4): 322.     CrossRef
Review Article
Critical Thinking and the Standards of Nursing Education
Yang Heui Ahn
J Educ Eval Health Prof. 2004;1(1):99-106.   Published online January 31, 2004
DOI: https://doi.org/10.3352/jeehp.2004.1.1.99
  • 65,535 View
  • 299 Download
  • 6 Crossref
AbstractAbstract PDF
Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

Citations

Citations to this article as recorded by  
  • Factors Influencing Competency in Evidence-based Practice among Clinical Nurses
    Yeon-Sook Kim, Jimee Kim, Mi-Mi Park
    Journal of Korean Academy of Nursing Administration.2015; 21(2): 143.     CrossRef
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    In-Hee Park, Sujin Shin
    Korean Journal of Adult Nursing.2015; 27(1): 73.     CrossRef
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    Mi-Young Choi, Tae-Young Moon, Hyun-Ji Lee
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JEEHP : Journal of Educational Evaluation for Health Professions
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