Estratégias de ensino das habilidades do pensamento crítico na enfermagem

Abstract

This study aimed at characterizing the teaching strategies applied to nursing in order to develop critical thinking skills. An integrative review was elaborated on the Web of Science and Cumulative Index of Nursing and Allied Health Literature (CINAHL) data base, with the descriptors critical thinking, nursing and teaching from 1987 to 2008. The sample comprised 64 articles and the analysis provided the identification of 27 strategies for teaching critical thinking in nursing. Among those, the most referred to were questioning, case study, online teaching and interactive learning, concept map and teaching based on problem solving. Different strategies described in the study revealed a wide range of possibilities which can be applied to teaching and to clinical practice. It was concluded that the development of the critical thinking skills through these teaching strategies can help nursing students to be more critical and reflexive.

Scientific production about calgary model for evaluation of the family: a bibliometric study

“…16,17 This result corroborates the data mentioned in Figure 1. Regarding to the bibliometrical indicators for classification of the selected periodic for the study showed in Table 1, Qualis CAPES was used.…”

Bases Teóricas De Pensamento Crítico Na Enfermagem Ibero-Americana: Revisão Integrativa Da Literatura

“…The investigation of this teaching experience found that the model assists in the development of CT patterns, such as argument analysis, evaluation of information sources, identification of hypotheses, clinical judgment, diagnostic reasoning and decision making. 31 The conceptual map is another didactic strategy suggested by some authors 10,20,22,28 to aid in decision making. It is a diagram that seeks to classify concepts, to relate and hierarchize them.…”

Content validation of an instrument to assess the knowledge about the measurement of blood pressure

“…It is suggested the use and combination of questions of different types and levels, giving preference to the use of intermediate grade, which require the application of student knowledge, analysis, synthesis and evaluation. 20 Thus, the assessment of knowledge in relation to measurement of BP configures itself as important strategy for the formative process that develops in the course of undergraduate or continuing education programmes, at the same time that is relevant to the reflection about the importance of knowledge and correct application of the technique, in that it contributes to the formation of conscious professionals and for the transformation of reality andtherefore provides a higher quality assistance.…”