Critical Thinking and the Use of Nontraditional Instructional Methodologies

Orique, Sabrina B.; McCarthy, Mary

doi:10.3928/01484834-20150717-06

Cited by 17 publications

(19 citation statements)

References 17 publications

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“…Correspondingly, the findings of this study are also consistent with Chen et al (), Maneval et al (), Wahl and Thompson (), Moattari et al (), and Orique and McCarthy (), who explored the effects of concept mapping in developing CT ability and the approach to learning and studying. These authors concluded that concept mapping is an effective tool for improving students’ ability to think critically.…”

Section: Discussionsupporting

confidence: 92%

“…This study builds on previous work to suggest that concept mapping is an effective tool for improving students' ability to think critically (Chen et al, ; Maneval et al, ; Wahl & Thompson, ; Moattari et al, ; Orique & McCarthy, ). Using concept mapping in the education of nursing students appears to predict the development of CT skills, which is one of the most important duties of nursing education.…”

Section: Discussionmentioning

confidence: 71%

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Impact of a concept map teaching approach on nursing students’ critical thinking skills

Kaddoura

VanDyke²,

Yang

2016

Nursing & Health Sciences

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Nurses confront complex problems and decisions that require critical thinking in order to identify patient needs and implement best practices. An active strategy for teaching students the skills to think critically is the concept map. This study explores the development of critical thinking among nursing students in a required pathophysiology and pharmacology course during the first year of a Bachelor of Science in Nursing in response to concept mapping as an interventional strategy, using the Health Education Systems, Incorporated critical thinking test. A two-group experimental study with a pretest and posttest design was used. Participants were randomly divided into a control group (n = 42) taught by traditional didactic lecturing alone, and an intervention group (n = 41), taught by traditional didactic lecturing with concept mapping. Students in the concept mapping group performed much better on the Health Education Systems, Incorporated than students in the control group. It is recommended that deans, program directors, and nursing faculties evaluate their curricula to integrate concept map teaching strategies in courses in order to develop critical thinking abilities in their students.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 71%

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Kaddoura

VanDyke²,

Yang

2016

Nursing & Health Sciences

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“…Both demonstrate the benefit of this association for the development of CT in students. Therefore, further studies need to be developed with the combination of different teaching strategies, since, although in this SR the strategy of concept map did not demonstrate effectiveness in the development of CT, studies have shown promising results of its association with PBL (42)(43) .…”

Section: Discussionmentioning

confidence: 94%

“…In addition to the PBL developed as an isolated teaching strategy, studies have been conducted evaluating the use of PBL associated with concept maps (42)(43) and even in webbased learning environments (44) . Both demonstrate the benefit of this association for the development of CT in students.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Oliveira¹,

Díaz

Carbogim

et al. 2016

Rev. esc. enferm. USP

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Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis To evaluate the effectiveness of teaching strategies used for development of critical thinking (CT) in undergraduate nursing students. Method: Systematic review with meta-analysis based on the recommendations of the Joanna Briggs Institute. Searches were conducted in the following databases: PubMed, CINAHL, EMBASE, Web of Science, SCOPUS, LILACS, Cochrane CENTRAL, PsycINFO, ERIC, and a database of theses from four continents. The initial selection and evaluation of studies and assessment of methodological quality was performed by two reviewers independently. Results: Twelve randomized clinical trials were included in the study. In the metaanalysis of the four studies included that evaluated the strategy of problem-based learning (PBL), compared to lectures, the effectiveness of PBL was demonstrated with statistical significance (SMD = 0.21 and 95% CI = 0.01 to 0.42; p = 0.0434) for the development of CT in undergraduate nursing students, and the studies were homogeneous (chisquare = 6.10, p = 0.106). Conclusion: The effectiveness of PBL was demonstrated in the increase of overall CT scores. Further studies need to be conducted in order to develop, implement and evaluate teaching strategies that are guided in high methodological rigor, and supported in theoretical models of teaching and learning.

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“…Também observamos que a maioria dos estudos desenvolveu uma metodologia experimental 32,52,[106][107]109,[113][114] , o que confere um maior nível de evidência dos estudos, mas não necessariamente melhor qualidade metodológica. Uma crítica que os estudos comumente fazem é com relação à amostra de estudantes e o tempo que foi administrada a intervenção, o que nos faz refletir a respeito da dose, estratégias e modo de entrega da intervenção.…”

Section: Estratégias Para O Ensino Do Pensamento Críticounclassified

Ensino do pensamento crítico para estudantes de Enfermagem: abordagens, desenho e teoria de uma intervenção educativa

Oliveira¹

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Critical Thinking and the Use of Nontraditional Instructional Methodologies

Abstract: The results support the utilization of nontraditional instructional (CM and PBL) methodologies in undergraduate nursing curricula.

Cited by 17 publications

References 17 publications

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Impact of a concept map teaching approach on nursing students’ critical thinking skills

Effectiveness of teaching strategies on the development of critical thinking in undergraduate nursing students: a meta-analysis

Ensino do pensamento crítico para estudantes de Enfermagem: abordagens, desenho e teoria de uma intervenção educativa

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