Educational intervention to improve critical thinking for undergraduate nursing students: A randomized clinical trial.

Autor: Carbogim FDC; School of Nursing, Federal University of Juiz de Fora Brazil, Universidade Federal de Juiz de Fora, Faculdade de Enfermagem, Departamento de Enfermagem Aplicada, Rua José Lourenço Kelmer, S/n, Martelos, Juiz de Fora, MG, 36036-330, Brazil. Electronic address: fabiocarbogim@gmail.com., Barbosa ACS; School of Nursing, Federal University of Juiz de Fora, Brazil. Electronic address: amandaconradosb@hotmail.com., de Oliviera LB; Heart Institute of the Hospital das Clínicas, School of Medicine, University of São Paulo, Surgical Intensive Care Unit, Brazil. Electronic address: larabeta@hotmail.com., de Sá Diaz FBB; School of Nursing, Federal University of Viçosa, Brazil. Electronic address: flaviabatis@yahoo.com.br., Toledo LV; School of Nursing, Federal University of Viçosa, Brazil. Electronic address: luana.toledo@ufv.br., Alves KR; School of Nursing, Federal University of Viçosa, Brazil. Electronic address: katiusse@ufv.br., Friedrich DBC; School of Nursing, Federal University of Juiz de Fora, Brazil. Electronic address: denisefriedrichenf@gmail.com., Luiz FS; School of Nursing, Federal University of Juiz de Fora, Brazil. Electronic address: franciane.silva.l92@gmail.com., Püschel VAA; School of Nursing, University of São Paulo, Brazil. Electronic address: vilanice@usp.br.
Jazyk: angličtina
Zdroj: Nurse education in practice [Nurse Educ Pract] 2018 Nov; Vol. 33, pp. 121-126. Date of Electronic Publication: 2018 Oct 03.
DOI: 10.1016/j.nepr.2018.10.001
Abstrakt: The objective of this study was to compare the effectiveness of Problem Based Learning (PBL) versus PBL associated with the Active Learning Model for Critical Thinking (ALMCT) to improve critical thinking (CT) in nursing students in an educational intervention on Basic Life Support (BLS). A two-arm randomized, single-blinded, parallel clinical trial was carried out with 108 Brazilian undergraduate nursing students who participated in a BLS course. PBL + ALMCT was used in the control group (CG), and PBL was used in the experimental group (EG). Pre- and post-tests were used to evaluate CT dispositions using the California Critical Thinking Dispositions Inventory (CCTDI), and CT skills were evaluated using the California Critical Thinking Skills Test (CCTST). The results did not indicate significant differences between the CG and EG groups for total CCTDI and total CCTST scales and for most of their subscales. However, there was a significant difference in the EG when the mean scores on the pre- and post-test were compared on the CCTDI analyticity subscale (t = 2073; p = 0.043) and on the CCTST analysis subscale (t = 2302; p = 0.025). We strongly recommend further studies using PBL associated with ALMCT and randomized clinical trials that last more than one month.
(Copyright © 2018. Published by Elsevier Ltd.)
Databáze: MEDLINE
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