Top PDF Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

Critical Thinking Skills of Nursing Students in Lecture-Based Teaching and Case-Based Learning

One limitation of this study is the small sample size. The participants represented 103 students from the diploma-nursing program. This may not allow for generalizing the findings to the entire diploma nursing students or nursing students from other programs despite the fact that the plan was to develop the MOH Institutes of Nursing program to a Bachelor of Science in nursing (BSN) program. In the UAE, there is a movement to baccalaureate entry- to-practice. Another limitation is that the study included only two types of nursing programs as pertinent to teaching methodology, didactic and CBL. As there are more various nursing programs being used in academic institutions, the study findings might not be generalized to all nursing programs. A third limitation is that English was not the first language of any of the participants and The CCTST was designed for English native speakers. Even though the test was translated into Arabic, the mother tongue of all participants, there is a possibility that some students might have not completely understood the questions. Despite these limitations, this research is considered a landmark study on CT in nursing education not only in the United Arab Emirates, but in the entire Gulf region as well as it was the first of its nature. This is significant due to the scarcity of research studies related to CT in the field of nursing education in the gulf region; specifically studies focusing on CBL in comparison with traditional nursing education programs.
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Development Of PJBL-Based LKPD With STEM Approach Design To Improve Critical Thinking Skills

Development Of PJBL-Based LKPD With STEM Approach Design To Improve Critical Thinking Skills

Abstract- Critical thinking is one of the important skills in the 2013 curriculum and the industrial revolution 4.0. Students who have lower critical thinking skills will have difficulty in solving the type of HOTS. Teaching materials that do not contain critical thinking skills have an impact on the ineffectiveness of the achievement of learning objectives. This research aims to design instructional materials by the learning model that will be used and can enhance students' critical thinking skills. The method used is ADDIE models. Subjects were students of class X SMK Muhammadiyah 2 Yogyakarta. The instruments used were interviews, observation, and tests. Interview guidelines used to obtain data on the characteristics of the students. The observation guide used to obtain data on teaching materials, curriculum, and materials used. The test is used to obtain data on students' critical thinking skills. The data analysis consisted of reduction, presentation, and conclusion. Phase analysis was used to determine the needs of the development of teaching materials. The design phase is used to perform LKPD development of teaching materials as needed. This research is expected to be a reference for developing PJBL-based LKPD with STEM approach to further enhance critical thinking skills.
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The Effectiveness of Teaching Critical Thinking Skills through Literature in EFL Context: A Case Study in Spain

The Effectiveness of Teaching Critical Thinking Skills through Literature in EFL Context: A Case Study in Spain

The results show that all the students perceived their competence in the six dimensions between level 2 (below satisfactory) and level 4 (excellent), before and after the work with the literary text. It is significant that the number of students who considered their level of self-reflection, critical awareness, and intercultural awareness as below satisfactory was reduced to zero, i.e. some students who had low initial expectations gained confidence after working with the text. Although the number of students who perceived their level as below satisfactory in critical awareness and reasoning and problem solving slightly increased, there is still a small percentage whose attitude towards their competence in these two dimensions remains below positive. Overall, it wouldn’t be wrong to say that most students saw their competence as good after completing the four phases of the project. It is interesting to note that 42,86% of the students had very high opinion about their critical awareness competence and in the post-test checklist this percentage dropped to 14,29%. In absolute terms it is a lot lower, however, we interpret it as a positive result, in the sense that the proposed activities made students aware of the need to improve their critical awareness and of the complexity of the concept. In their comments, some of these students mentioned that they had underestimated the value of critical awareness and did not have a clear idea of the breadth and depth of the dimension. The language in use dimension scored lower than the other five dimensions. 9,52% of the students viewed their language in use competence as excellent in the pre-test checklist, but the post-test results do not seem to have met their expectations, presumably for two main reasons: (1) their assumption was based on the use of English in class activities that do not require critical thinking skills, and (2) the literary text they worked with has a rich repertoire of more nuanced lexical items than those they were familiar with. The same decreasing tendency from pre to post-test results is clearly observed if we compare the figures in levels 3 (good) and 4 (excellent) of critical awareness and language in use. To establish a correlation pattern, a broader scope research must be conducted. However, we could detect that engaging students in a close critical reading that involved understanding of the literary strategies and interpretation of the meaning of language use drew their attention to the need to improve their competence in these two dimensions.
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Effectiveness of Mind Mapped Care Plans (MMCP) in Evaluating Critical Thinking Skill on Patient Care in Nursing Practice and the Attitude Among Nursing Students in Selected Nursing Institutions.

Effectiveness of Mind Mapped Care Plans (MMCP) in Evaluating Critical Thinking Skill on Patient Care in Nursing Practice and the Attitude Among Nursing Students in Selected Nursing Institutions.

As discussed by Banning 116 who found that in a group of 37 nurses studying to become independent nurse prescribers, only 2 nurses possessed critical thinking skills. This may have been due to the limited use of process-oriented teaching methods, an over-reliance on self-directed study as a teaching and learning strategy or the lack of comprehension of the concept of critical thinking by the nurse educators involved in teaching. Nurses on this programme were clinically experienced professionals but many were academically immature learners and had limited comprehension of applied pharmacology and therapeutics. Due to these problems, nurse prescribers required more focused teaching to help develop comprehension of the complex nature of medication management. In addition, many nurses were academically weak and relatively inexperienced in literature searching, literature retrieval and critiquing skills which are fundamental to inquiry-based learning. A large percentage of the group lacked comprehension of the tenets of evidence-based practice and differences with evidenced-based medicine. For nurse prescribers to function as critical thinkers, it is important to be able to search for, differentiate and analyse complex evidence in order to diagnostically reason, decipher the best management approach and in doing so, explore the benefits and disadvantages of using a particular medication for a specific patient.
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The Impacts of 'Problem-Based Learning’ Approach in Enhancing Critical Thinking Skills to Teaching Literature

The Impacts of 'Problem-Based Learning’ Approach in Enhancing Critical Thinking Skills to Teaching Literature

concerns included students’ lack of critical thinking skills in class and beyond, and courses being too focused on content, the latter easily causing boredom among students and ‘burnt-outs’ in them as well as teachers (Tan, 2003). Over the past few decades, there has been increasing pressure on higher education worldwide to re-examine and make explicit its aim and outcomes (Savin-Baden, 2000).The moves towards a model of higher education that is responsive to market demands and forces in the wider society has increased the demands for graduates who are capable to do work collaboratively with colleagues, competitive, creative, strong in a sense of determination, never give up other than honest and sincerity in executing and completing the task. Furthermore, students from Generation Y are more demanding compared to students in the olden days. They are confident, ambitious, appear to have both a greater maturity (‘street wise’, global awareness) and a lesser maturity (‘me’ focus, poor self-awareness and emotional intelligence) and often seek to form working groups on their own terms, rather than accept what has been given (Honore & Schofield, 2009). Given a chance, these students can be good a workforce who possess the characteristic of creative thinkers who possess critical thinking skill. According to Saeed & Rousta in 2013, acquiring thinking skills has been increasingly emphasized in education, especially with forces in globalization demanding its workers to be adaptable over and above being productive. Critical thinking is also considered as the central to higher levels of education or a fundamental goal of learning (Kuhn, 1999; Keeley & Shemberg, 1995).
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Research Design prototype of Teacher Book and Student Book based on Contextual Teaching and Learning (CTL) to Practice Critical Thinking Skills of Grade VII

Research Design prototype of Teacher Book and Student Book based on Contextual Teaching and Learning (CTL) to Practice Critical Thinking Skills of Grade VII

a. define which includes 1) analysis of needs where in the 2013 curriculum students are expected to be able to think critically and be able to solve problems that arise in everyday life. 2) student analysis The subjects in this study were junior high school students grade VII. According to Jean Piaget, human development through four stages of cognitive development from birth to adulthood. Each stage is marked by the emergence of new intellectual abilities where humans begin to understand the increasingly complex world. 3) task analysis which includes the tasks contained in the student book that matches the demands of the curriculum and material about energy in living systems. Analysis of that concept by making a concept map of energy material in living systems. Finally, the analysis of the objectives of this analysis is carried out to determine the achievement of the learning process. Through learning objectives the teacher can find out what he wants to be taught.
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Design Of Probability Module Based On PBL Learning Model To Improve Critical Thinking Skills

Design Of Probability Module Based On PBL Learning Model To Improve Critical Thinking Skills

www.ijstr.org improved. Mathematical learning must be designed according to the objectives stated in the curriculum [15]. Students' thinking ability is still low, reinforced by Maharani and Waluya's research results, there are 23.33% of students included in the low category, 60% included in the medium category, and 16.67% of the high category [16]. There needs to be a breakthrough to improve critical thinking skills through teaching materials. Good and innovative teaching materials can increase student creativity [17]. Success in learning can be influenced by various factors, one of which is teaching materials used in learning mathematics [5]. The use of teaching materials allows students to understand the material in a shorter and more enjoyable time [18]. Teaching material that can be developed by a teacher is a module. The module is one type of teaching material prepared by educators and given to students to support the teaching and learning process, by using modules, students have the opportunity to learn independently [19]. Based on the results of interviews and observations with students and teachers of mathematics at Al- Amin Muhammadiyah Sorong High School, schools still use the textbooks provided. The module used does not yet exist, but the results of the teacher interviews require interesting teaching materials and innovations to improve students' critical thinking skills that are still low.
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Efficiency of Problem Based Learning (PBL) over Lecture Method in Terms of Enhancing Critical Thinking Skills and Problem Solving Ability among Nursing Students in Selected Nursing Institutions of Tamil Nadu

Efficiency of Problem Based Learning (PBL) over Lecture Method in Terms of Enhancing Critical Thinking Skills and Problem Solving Ability among Nursing Students in Selected Nursing Institutions of Tamil Nadu

“You are in the outpatient clinic. Your nursing instructor asks you to be involved in the care of Mrs. Mary, a 50 year old woman. You enter the room and her husband Mr. Tom is attending her. You enquire about Mrs. Mary’s condition and he states that Mrs. Mary has complaints of vomiting, diarrhoea, palpitation , headache and altered consciousness since the previous day after attending a party where she had eaten some cakes, pastry and ice creams. He also informs that she is a known diabetic for the past 20 years and takes insulin 30 units twice a day using insulin pen. Further, he informs that as she was having vomiting and diarrhoea, she did not take any food, due to which she has stopped to take her regular doses of insulin. On examination, you find her skin is very cold and clammy and her breath is fruity odoured. You are also noticing lipodystrophy over her abdomen and she is dehydrated. Her BP is 80/50 mmHg. Pulse is weak and rapid. Urine testing shows presence of ketones. Results of her blood investigation shows that her PH level is 6.7mg/dl, glucose level 640mg/dl, Hgb A1c 7.8%, plasma bicarbonate is 14mEqu/L. Her glycemic index is high. ECG is taken and the finding is evident for hypokalemia. Identify the problem of Mrs.Mary and treat the patient. Further, plan a teaching on discharge.”
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Designing Student Worksheets To Improve Critical Thinking Ability Based On Problem Based Learning

Designing Student Worksheets To Improve Critical Thinking Ability Based On Problem Based Learning

Implementation, and Evaluation [25]. Depending on the ADDIE design model, the teaching design model is the most popular, because the stages are adjusted in detail [26]. Another thing expressed by experts is that the ADDIE model provides detailed specifications aimed at making and measuring practical and systematic learning. [27]. The ADDIE model consists of five stages, namely analysis, design, development, implementation, and evaluation. Each stage has learning objectives so that students can achieve good results but there is a key, namely content to students who will spend time studying independently with a flexible approach as an effective tool [25]. Based on several researchers' opinions that have been described above, it can be concluded that the development of the world in various fields is increasingly advanced, especially in developing critical thinking skills. Critical thinking needs encouragement from learning that requires students to achieve these abilities. Problem Based Learning (PBL), learning is one of the lessons designed by the teacher in demanding students get the results of critical knowledge, independent learning strategies, and skills. This study aims to improve the critical thinking skills of seventh graders by developing the design of student worksheets based on the Problem Based Learning (PBL) learning model.
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Research Based Learning (RBL): How to Improve Critical Thinking Skills?

Research Based Learning (RBL): How to Improve Critical Thinking Skills?

The observation showed similar results to the test results. Such aspects of critical thinking as interpretation, analysis, evaluation, inference, and explanation were seen, while aspect of self-regulation was not. To find out aspect of interpretation ability through test, students were asked to answer a question related to the given case: “What did the teacher do before starting the lesson?” All students made correct answer. Based on observation, the aspect of interpretation ability was found in students in each stage of the implemented research-based learning. To find out the aspect of analysis ability, students were asked to answer a question related to the case of learning, “Why does a teacher need to prepare students’ worksheets?” 75 students answered correctly. Based on observation, the aspect of analysis skill was found in students in each stage of the implemented research-based learning. To find out the aspect of evaluation ability, students were asked to answer a question related to the case of learning, "What should a teacher do when playing video on environment?" 100 students were able to make correct answer. Based on observations, the aspect of evaluation ability was also seen at the stage of planning research activities, clarifying methods/ methodologie, undertaking. Find out aspect of inference ability, students were asked to answer a question “What should the teacher and students do after break time?” 32 students made correct answer. Phase of report and presentation of results, the inference ability was seen when students presented their research report and gave solutions each other. Students’ explanation ability was seen when students were asked to narrate media and their use by teacher in the presented case of learning. The observation results indicate that the explanation ability emerged at the stage of interpretation and consideration of results when students had second discussion about the implementation of integrated learning. At the stage of report and presentation of results, the explanation ability was seen when students explained their written research report. Self-regulation refers to an ability to control and manage individual self both when thinking and acting.
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Critical Thinking Skills in Nursing Students: a Comparison Between Freshmen and Senior Students

Critical Thinking Skills in Nursing Students: a Comparison Between Freshmen and Senior Students

This study aimed to compare the CTS of freshmen and senior nursing students to determine if the current nurs- ing education program is effective on its students CTS. Results showed that the mean critical thinking scores of freshmen and senior nursing students were at a low lev- el. Moreover, no significant difference was observed be- tween the mean critical thinking scores of freshmen and senior nursing students. In addition, no significant as- sociation was found between the students’ scores in CTS and variables such as gender, high school GPA, RUEE and level of interest in the nursing profession. These findings are consistent with the results of previous studies (22). Previous studies on the assessment of Iranian nursing students and nurses’ CTS have reported that the major- ity of nursing students and nurses in Iran have poor CTS (3, 23-25). Consistent with this study, other studies have also found no significant difference between freshmen and senior nursing students' CTS (3, 26). However, Khalili et al. (17), Babamohamadi and Khalili (23) have reported significant differences between the critical thinking scores of freshmen and senior nursing students, which is not in line with the results of the present study. These inconsistencies might not only be attributed to probable differences in learning styles of students (27) but also to the relatively different teaching styles of different nurs- ing schools.
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Project-based learning through edmodo: improving critical thinking and histology concepts

Project-based learning through edmodo: improving critical thinking and histology concepts

The advantages of project-based learning are also supported by the implementation of these learning through blended learning so that the development of student competencies can be well controlled at all times. Blended learning is learning that is done by combining face-to-face activities in class with online learning (Cheng & Chau, 2016; Porter & Graham, 2016; Spring, Graham, & Hadlock, 2016). Blended learning has several advantages including giving more opportunities for learning and teaching outside the classroom because there is an interaction between lecturers and students who can still walk outside working hours, improvement of material and implementation of lectures can be continuously monitored (McCutcheon, Lohan, Traynor, & Martin, 2015; Norberg, Dziuban, & Moskal, 2011; Sartono, Rusdi, & Handayani, 2017), improve learning process activities outside of hours, lecture material becomes easier to access by students (Boyle, Bradley, Chalk, Jones, & Pickard, 2003; Azrai, Ernawati, & Sulistianingrum, 2017; Fauzi & Fariantika, 2018; Isfaeni, Corebima, & Suwono, 2018). Based on the strengthening of expert opinion, it shows that indeed, project-based learning through blended learning can develop students' critical thinking skills.
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Critical Thinking Skills Across the Semester in Lecture- and Team-Based Learning Classes

Critical Thinking Skills Across the Semester in Lecture- and Team-Based Learning Classes

My definition of critical thinking focused on two main components: argument analysis and decision-making. However, the HCTA S2 assessed a total of five critical thinking facets: decision making and problem solving, thinking as hypothesis testing, argument analysis, likelihood and uncertainty, and verbal reasoning (Halpern, 2010). If TBL only helped students practice argument analysis and decision-making, the students may not have practiced the other necessary critical thinking components assessed by the HCTA S2. Additionally, the HCTA S2 measured general critical thinking skills, and the students may have only learned content-specific critical thinking skills, which did not transfer over to general critical thinking skills. Some studies that have assessed critical thinking skill changes used content-specific tests to measure specific critical thinking skill changes in case general critical thinking skills are too difficult to promote in a classroom setting (Penningroth et al., 2007). Finally, my definition of critical thinking only focused on argument analysis and decision-making, but other studies have found that critical thinking includes other factors such as application and synthesis (Gokhale, 1995), meaningful understanding (Garrison et al., 1999), and interpretation and explanation (Facione, 1998). My concise definition of critical thinking may have contributed to the limited findings resulting from my study.
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Concept Mapping as a Teaching Tool on Critical Thinking Skills and Academic Performance of Diploma Nursing Students

Concept Mapping as a Teaching Tool on Critical Thinking Skills and Academic Performance of Diploma Nursing Students

feedback (25). For example, a patient’s chief complaint or medical diagnosis is placed in the center of a concept map. Assessment findings are then placed around it. Seeing a diagram with all of this information enables the nurse to identify important factors that may contribute to the patient’s problem. With this information, the nurse can plan her patient’s care more appropriately, implement her plan and check for its effectiveness. Although educators realise its importance, the challenge still remains how to incorporate critical thinking into the curriculum and use effective teaching methods that enhance and develop critical thinking skills (26). A concept map also helps the nurse to see relationships between certain assessment findings and she may be able to address such related findings with the same interventions. The above assertion incorporates the concepts of critical thinking, life-long adult learning and the professional mandates that nurses will practice.
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The effect of Problem and Learning Motivation Based Learning Model on Student’s Critical Thinking Skills in SD Negeri 104217 Sidomulyo

The effect of Problem and Learning Motivation Based Learning Model on Student’s Critical Thinking Skills in SD Negeri 104217 Sidomulyo

Duch (in Shoimin, 2014: 130) argues that "problem based learning (PBL) is a teaching model characterized by real problems as a context for students learning to think critically and problem solving skills and gain knowledge". Daryanto (2014: 29) suggests that "problem-based learning is a learning model that challenges students to 'learn how to learn', work in groups to find solutions to real-world problems". Ngalimun (2014: 163) suggests that "problem-based learning trains and develops the ability to solve authentic problem-oriented problems from the actual lives of students, to stimulate higher-order thinking skills". The same thing was also stated by Tung (2015: 228) that "problem-based learning is learning that emphasizes authentic problem solving such as problems that occur in everyday life. Thus through the problem based learning model students are guided to solve or find their own solutions or answers to a problem in the learning process, so that students will be involved in learning to solve problems in the real world.
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Developing Students’ Critical Thinking Skills by Task Based Learning in Chemistry Experiment Teaching

Developing Students’ Critical Thinking Skills by Task Based Learning in Chemistry Experiment Teaching

Although CT is an important cognitive skill that schools aim to train up, there are differences of opinions existing in defining it. CT is a rich concept which has been developing for 2500 years. The intellectual root of CT originated in the method of questioning proposed by Socrates who established the impor- tance of asking deep questions that probe profoundly into thinking before we accepted ideas as worthy of belief. Since then, different people studied the concept in different views of cognitive development, which led to the diversity of the con- ceptions (e.g., Brell, 1990; McPeck, 1981; Norris, 1985; Rogers, 1990; Seigel, 1988; Siegel & Carey, 1989). The most widely used definition made by Ennis (1991) is that “reasonable reflec- tive thinking focused on deciding what to believe or do” (p. 6). According to the definition, CT was an important component of the process of problem solving. Ennis (1991) divided critical thinking into critical thinking abilities and critical thinking dis- position, but it was still lack of assessment criteria. The Ame-
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Teaching methodologies utilized by nursing educators to enhance critical thinking in nursing students

Teaching methodologies utilized by nursing educators to enhance critical thinking in nursing students

Angel, Duffey, and Belyea emphasized evidence based practice research to guide practice. Because student enrollment is high, team teaching is often used by a diverse group of instructors. This diversity and lack of time to prepare classes often makes team teaching difficult to co-ordinate among many sections of students. The purpose of this study was to develop evidence-based methodologies to enhance critical thinking in a large, introductory course. A pretest-posttest design was used to examine changes in critical thinking in nursing students from the beginning to the end of the first clinical semester of a baccalaureate nursing program. The focus was in two areas: acquisition of knowledge and development of critical thinking skills (Angel et al., 2000).
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Vol 11, No 3 (2015)

Vol 11, No 3 (2015)

Critical thinking skills of students in Biology Teaching and Learning Strategies course can be enhanced by applying contextual learning. Students' critical thinking skills can be improved for logical reasons that the introduction of a contextual approach in directing students into realistics thinking according to real life conditions. Various theories of learning is that learned can be implemented on lecture material. This makes it a challenge for students in applying it to everyday life. Subject matter becomes more meaningful for students with application of problem solving and through the process of inquiry and cooperative group work. This makes the students, becoming more diligently to asked question during the group presentation. The average student questions counted as much as 5 questions, making students become more motivated to learn. This is in line with the opinions of Wishler (2013) declaring the interaction in the learning process, in which students will be challenged and motivated in their learning. Besides that, students were trained to think in an advanced organization, this is also in line with Shihusa and Keraro (2009) which states that student motivation were higher after applying advanced thinking organizer. Smith (2010) said that the subject matter can be delivered using the CTL pedagogical model while also build critical and problems solving skills.
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SPSS

SPSS

Method: This is a quasi-experimental study undertook in semester 1 -2013 with 50 year four nursing students participated from Faculty of Midwifery of UUMS. Seventh semester nursing students was recruited to the intervention arm and eighth semester nursing students to the control arm. Data collection tool was a standard California Critical Thinking Skills Questionnaire. All participants completed the questionnaires before and after problem based learning training workshops. Students in the intervention arm attended in the three small groups of problem solving education classes for six sessions.
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Analysis Of Students’ Critical Thinking Skills Through Problem-Based Learning Approach Using HOTS Questions In SMA N 13 Medan

Analysis Of Students’ Critical Thinking Skills Through Problem-Based Learning Approach Using HOTS Questions In SMA N 13 Medan

1. INTRODUCTION Education is a system consisting of inputs, processes, and outputs [1]. Education can change one's mindset to create innovations and improvements in all aspects of life towards quality education [2]. As stated by [3], education is a conscious and planned effort to create an atmosphere of teaching and learning process so that students actively develop their potential to possess religious and spiritual strength, self- control, personality, intelligence, noble character, and skills needed for themselves, society and nation. Education is one of the main pillars to anticipate the future, education is always oriented to preparing students to play a significant role in the future [4]. Therefore, it is important to pay attention to the progress of education in this country. Education is necessary to create the next generation of this country that is qualified and skillful. The statement is supported by [5] stating "education is the main foundation in the development of one's abilities. With education, the potential can be explored and developed." Students are expected to actively memorize rather than understand concepts so that students' thinking ability such as critical thinking becomes less developed [6]. Based on the situation, teachers directly provides an explanation of the materials and concepts as well as examples. Students are less involved in constructing their knowledge to understand the concepts. Critical thinking which includes the ability to analyze, draw conclusions, build interpretations, explanations, self- regulation, curiosity, systematic, seek the truth, and confidence in thinking process are required by individual to solve problems [7]. This opinion is affirmed by [8] stating "critical thinking skill is the ability of logical and reflective thinking focused on making trusted decisions ". Concerning critical
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