Effectiveness of teaching strategies to improve critical thinking in nurses in clinical practice: a systematic review protocol

Carbogim, Fábio da Costa; Oliveira, Larissa Bertacchini de; Campos, Guilherme Gushiken de; Nunes, Esther Alves de Araújo; Alves, Katiusse Rezende; Püschel, Vilanice Alves de Araújo

doi:10.11124/jbisrir-2016-003035

Cited by 5 publications

(7 citation statements)

References 19 publications

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“…This reluctance often leads nurses to prefer other sources of information, such as colleagues 18 . Taking this statement into account, training given by the project leader, emergency department staff nurse, was opted for critical thinking in nursing is particularly essential to correctly evaluate, interpret and analyze information with discretion and without value judgments, in order to determine diagnostic needs and lead appropriate decision-making 19 . These skills are desirable in all areas of nursing, especially direct patient care 19 .…”

Section: Discussionmentioning

confidence: 99%

“…17 Several researchers have further shown that critical thinking skills might be developed and improved through a continuous and dynamic process that involves the application of appropriate teaching strategies. 19 Several studies report that nurses' knowledge is significantly higher when nurses undergo educational programs. Therefore, it is suggested that continuing nursing education improves nurses' knowledge and the standards of care related to preventing and caring for patients.…”

Section: Discussionmentioning

confidence: 99%

“…18 Taking this statement into account, training given by the project leader, emergency department staff nurse, was opted for critical thinking in nursing is particularly essential to correctly evaluate, interpret and analyze information with discretion and without value judgments, in order to determine diagnostic needs and lead appropriate decision-making. 19 These skills are desirable in all areas of nursing, especially direct patient care. 19 Therefore, encouraging reflection in the classes by analyzing the results of the baseline audit has the objective of having a positive impact on patient care.…”

Section: Discussionmentioning

confidence: 99%

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Enhancing the use of pain assessment at emergency department: a best practice implementation project

Ubierna-Prieto¹,

Peña²,

Casbas³

et al. 2022

International Journal of Evidence-Based Healthcare

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The main aim of the best practice implementation project was to enhance the use of pain assessment and the compliance with evidence-based criteria regarding pain assessment among incoming patients to emergency department.Introduction: Adequate approaches to pain assessment and documentation have been demonstrated beneficial for emergency department patients. Evidence-based recommendations establish a focus on education about the implications for evaluating and recording pain in order to improve outcome strategies and quality of care. Methods:The implementation project was undertaken in the emergency department following JBI Implementation framework in order to seek whether pain assessment was taken and registered as per protocols. Random selection for 100 anonymized emergency department admission episodes, which had to meet the specified inclusion criteria, was carried out. Results:The baseline audit showed low compliance in criterion 3 (C3) `Pain was documented in each assessment' (6%), C4 `Pain was assessed after treatment' (9%) and C5 `Pain was assessed prior to discharge' (10%). In the follow-up audit, noticeable improvement was shown for four of the criteria; C3 (14%), C4 (22%) and for C5 (41%). C1 `Pain was assessed in a timely manner' improved from 81% up to 95%. C2 `Use of a validated scoring tool' had a compliance of 100% as the hospital's assessing system default has NRS-11 scale set up. Conclusion:We performed an audit of pain assessment documentation. Enhancing the use of pain assessment among emergency department nurses by means of specific training emphasizing the importance of documentation showed a positive impact on practice. Follow-up audit results justify the continuity of the implemented strategies.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Enhancing the use of pain assessment at emergency department: a best practice implementation project

Ubierna-Prieto¹,

Peña²,

Casbas³

et al. 2022

International Journal of Evidence-Based Healthcare

View full text Add to dashboard Cite

show abstract

“…Active learning is interested in students focusing on the higher-ordered thinking skills set of analysis, evaluation, and creativity. Students can engage in two kinds of activities to promote active learning: doing things and thinking about things [12]. Doing things in active learning means that students are energized to participate in discussions, make concept maps, or debate on presented issues instead of passively listening, memorizing, or reading.…”

Section: Active Learningmentioning

confidence: 99%

“…Active learning can take place through differing assignments that immerse the student into the activity. The blog supports reflective notetaking, one-minute reflection papers, think-pairshare activities, demonstrations, concept mapping, and case study assignments, as these are just a few learning modules that instructors can assign to activate the learning process [12].Two well acquainted active learning assignments that engage critical thinking are concept maps and case-studies.…”

Section: Active Learningmentioning

confidence: 99%