Theoretical model for holistic critical thinking measurement at nursing diagnosis process teaching

Abstract

Objective: describe the theoretical model built for measurement of holistic critical thinking in nursing teaching using the Holistic Critical Thinking Scoring Rubric. This instrument evaluates the holistic critical thinking. It was originated in the United States (EUA) and translated into Portuguese. Method: a descriptive-exploratory study with a qualitative approach. The study was realized at an institution of higher education in South Brazil, after approval by the Committee for Ethics in Research, CAEE No. 72294917.7.0000.5347. Five nursing students and four teachers participated in the study through focus groups sessions. For data analysis, the technique of content analysis was used. Results: metaconcepts and conceptual elements were registered. They gave support to the construction of the theoretical model of holistic critical thinking measurement in nursing teaching. Final Considerations: The built theoretical model has shown to contribute and guide accurate clinical decision making by nursing students.

Debriefing in clinical nursing simulation: an analysis based on the theory of experiential learning

“…Clinical simulation is also a pedagogical resource, as it features viable alternatives to achieve autonomy and stimulate students' curiosity, providing the formation of an integral, critical, proactive, innovative and humanized being. It also contributes to the development of students' critical thinking with a view to making accurate clinical decisions for future nurses (17) . Finally, it enables experiential learning, in which students learn from experiences, practicing with a mock patient in order to understand, to reflect on action and on the learning process itself.…”

Debriefing na simulação clínica em enfermagem: uma análise a partir da teoria da aprendizagem experiencial

“…Caracteriza-se também como um recurso pedagógico, por apresentar alternativas viáveis para alcançar a autonomia e o estímulo da curiosidade dos estudantes, proporcionando a formação de um ser íntegro, crítico, proativo, inovador e humanizado, contribuindo também para o desenvolvimento do pensamento crítico dos estudantes com vistas à tomada de decisão clínica acurada dos futuros enfermeiros (17) . E, por último, possibilita uma aprendizagem experiencial, em que o estudante aprende pela experiência, praticando para entender, para refletir sobre a ação e sobre o próprio processo de aprendizagem.…”