Using Case Studies and Videotaped Vignettes to Facilitate the Development of Critical Thinking Skills in New Graduate Nurses

Hooper, Barbara L.

doi:10.1097/nnd.0000000000000009

Cited by 26 publications

(13 citation statements)

References 104 publications

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“…Case studies that replicate real-life patients and clinical situations assist nurses to develop their understanding, critical thinking and decision-making skills (Hooper, 2014;Huang et al, 2012;West, Usher & Delaney, 2013) and can be readily used as online learning resources. The VPCS developed for this project featured an Aboriginal person.…”

Section: Background and Literaturementioning

confidence: 99%

The development and evaluation of an integrated virtual patient case study and related online resources for person-centred nursing practice

Orr

Kelly

Virdun

et al. 2021

Nurse Education in Practice

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Ensuring students develop person-centred practice for diverse groups of people across health care settings is an important outcome of undergraduate nursing education. This paper presents the development and evaluation of a learning innovation, an integrated virtual patient case study and complementary online resources for personcentred nursing practice. The virtual patient case study of an Australian Aboriginal woman diagnosed with breast cancer was integrated within four core subjects of a Bachelor of Nursing program, for a total of 600 second-year students. The evaluation of this learning strategy was encouraging. Students reported that the online learning activities were engaging, particularly due to the level of realism, their understanding of Aboriginal Peoples' healthcare needs increased, and they developed therapeutic communication skills, applicable in a variety of healthcare contexts. Staff concerns about student wellbeing when learning sensitive content online were unfounded. When carefully planned, a virtual patient case study and online learning resources can support students to enhance their person-centred nursing practice. Further evaluation, including student outcomes through assessment, is an important next step.

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Section: Background and Literaturementioning

confidence: 99%

The development and evaluation of an integrated virtual patient case study and related online resources for person-centred nursing practice

Orr

Kelly

Virdun

et al. 2021

Nurse Education in Practice

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show abstract

“…However there is limited agreement about what is involved in the demonstration of these skills ( 4 - 9 ) with Beyer and Dryden ( 10 ) claiming that critical thinking is a commonly misused term. For example, critical thinking is considered an essential requirement for health professional practice ( 3 , 6 , 8 , 11 ) and questioning assumptions is regarded as central to critical thinking ( 1 , 3 , 12 ). However in actual practice nurses who question health care practice may be praised, ridiculed or even dismissed depending on precisely what is being questioned and the context in which practice may be challenged ( 13 ).…”

Section: Introductionmentioning

confidence: 99%

E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design

Parker¹,

Mayner²,

Gillham³

2015

Nurs Midwifery Stud

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Background:Undergraduate nursing students are often confused by multiple understandings of critical thinking. In response to this situation, the Critiique for critical thinking (CCT) project was implemented to provide consistent structured guidance about critical thinking.Objectives:This paper introduces Critiique software, describes initial validation of the content of this critical thinking tool and explores wider applications of the Critiique software.Materials and Methods:Critiique is flexible, authorable software that guides students step-by-step through critical appraisal of research papers. The spelling of Critiique was deliberate, so as to acquire a unique web domain name and associated logo. The CCT project involved implementation of a modified nominal focus group process with academic staff working together to establish common understandings of critical thinking. Previous work established a consensus about critical thinking in nursing and provided a starting point for the focus groups. The study was conducted at an Australian university campus with the focus group guided by open ended questions.Results:Focus group data established categories of content that academic staff identified as important for teaching critical thinking. This emerging focus group data was then used to inform modification of Critiique software so that students had access to consistent and structured guidance in relation to critical thinking and critical appraisal.Conclusions:The project succeeded in using focus group data from academics to inform software development while at the same time retaining the benefits of broader philosophical dimensions of critical thinking.

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“…According to Benner, Tanner, and Chesla (2009), "clinical reasoning refers to the iterative process of noticing, interpreting, and responding with an emphasis on understanding the patient as a person" (p. 230). Case-based learning exercises allow faculty to introduce realistic patient practice scenarios, while teaching students the analytical skills needed to successfully evaluate and treat patients (Hooper, 2014).…”

mentioning

confidence: 99%

A Patient Panel of Case Studies to Teach Across the Family Nurse Practitioner Curriculum

Granger¹,

Zappas²,

Walton-Moss³

et al. 2018

J Nurs Educ

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Using Case Studies and Videotaped Vignettes to Facilitate the Development of Critical Thinking Skills in New Graduate Nurses

Cited by 26 publications

References 104 publications

The development and evaluation of an integrated virtual patient case study and related online resources for person-centred nursing practice

The development and evaluation of an integrated virtual patient case study and related online resources for person-centred nursing practice

E-learning for Critical Thinking: Using Nominal Focus Group Method to Inform Software Content and Design

A Patient Panel of Case Studies to Teach Across the Family Nurse Practitioner Curriculum

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