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ORIGINAL ARTICLE
Brazilian undergraduate nursing students’ critical thinking need to be increased: a cross-sectional study
- Andréa Aparecida Gonçalves Nes
, - Fernando Riegel ,
- Jussara Gue Martini ,
- Jaroslav Zlamal ,
- Paula Bresolin , [ ... ],
- Simen Alexander Steindal
11-28-2023
Abstract
ORIGINAL ARTICLEBrazilian undergraduate nursing students’ critical thinking need to be increased: a cross-sectional study
Revista Brasileira de Enfermagem. 2023;76(1):e20220315
11-28-2023DOI 10.1590/0034-7167-2022-0315
- Andréa Aparecida Gonçalves Nes ,
- Fernando Riegel ,
- Jussara Gue Martini ,
- Jaroslav Zlamal ,
- Paula Bresolin ,
- Andrea Gomes da Costa Mohallem ,
- Simen Alexander Steindal
Views0See moreABSTRACT
Objectives:
to map Brazilian undergraduate nursing students’ critical thinking level and investigate the correlation between selected sociodemographic data and critical thinking domains.
Methods:
in this descriptive cross-sectional study, participants’ (N=89) critical thinking was assessed using the Health Science Reasoning Test. Correlation between critical thinking domains and sociodemographic data was assessed using the Pearson correlation coefficient.
Results:
the overall results showed a moderate level of participants’ critical thinking (mean = 70.7; standard deviation 5.7). A poor performance was identified in 5 of the 8 critical thinking domains. A significant positive correlation was found between education period and critical thinking (p<.001).
Conclusions:
poor level in students critical thinking domains may lead to negative consequences for their learning outcomes. Further studies should be carried out to confirm our results, in addition to investigation of teaching methods that encourage and ensure the development of students’ critical thinking skills during nursing education.
Views0
Abstract
ORIGINAL ARTICLEBrazilian undergraduate nursing students’ critical thinking need to be increased: a cross-sectional study
Revista Brasileira de Enfermagem. 2023;76(1):e20220315
11-28-2023DOI 10.1590/0034-7167-2022-0315
- Andréa Aparecida Gonçalves Nes ,
- Fernando Riegel ,
- Jussara Gue Martini ,
- Jaroslav Zlamal ,
- Paula Bresolin ,
- Andrea Gomes da Costa Mohallem ,
- Simen Alexander Steindal
Views0See moreABSTRACT
Objectives:
to map Brazilian undergraduate nursing students’ critical thinking level and investigate the correlation between selected sociodemographic data and critical thinking domains.
Methods:
in this descriptive cross-sectional study, participants’ (N=89) critical thinking was assessed using the Health Science Reasoning Test. Correlation between critical thinking domains and sociodemographic data was assessed using the Pearson correlation coefficient.
Results:
the overall results showed a moderate level of participants’ critical thinking (mean = 70.7; standard deviation 5.7). A poor performance was identified in 5 of the 8 critical thinking domains. A significant positive correlation was found between education period and critical thinking (p<.001).
Conclusions:
poor level in students critical thinking domains may lead to negative consequences for their learning outcomes. Further studies should be carried out to confirm our results, in addition to investigation of teaching methods that encourage and ensure the development of students’ critical thinking skills during nursing education.
- Andréa Aparecida Gonçalves Nes
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REFLECTION
Florence Nightingale’s theory and her contributions to holistic critical thinking in nursing
- Fernando Riegel ,
- Maria da Graça Oliveira Crossetti ,
- Jussara Gue Martini ,
- Andrea Aparecida Gonçalves Nes
05-03-2021
Abstract
REFLECTIONFlorence Nightingale’s theory and her contributions to holistic critical thinking in nursing
Revista Brasileira de Enfermagem. 2021;74(2):e20200139
05-03-2021DOI 10.1590/0034-7167-2020-0139
- Fernando Riegel ,
- Maria da Graça Oliveira Crossetti ,
- Jussara Gue Martini ,
- Andrea Aparecida Gonçalves Nes
Views0See moreABSTRACT
Objective:
to reflect on Florence Nightingale’s legacy and describe her contributions to critical holistic thinking in nursing.
Methods:
this is a theoretical reflection, for which scientific productions on Florence Nightingale’s environmental theory, as published in national and international journals, were based.
Results:
Florence Nightingale’s philosophy and teachings emphasize that the nurse must use her brain, heart and hands to create healing environments to care for the patient’s body, mind and spirit. Nursing, since the time of Nightingale, has been building the holistic paradigm, in all schools of thought, with a view to a humanistic approach to the human being in their indivisible relationship with the environment.
Final considerations:
Florence’s contributions to holistic critical thinking in nursing are evident, constituting nurses’ differential in clinical practice.
Views0Abstract
REFLECTIONFlorence Nightingale’s theory and her contributions to holistic critical thinking in nursing
Revista Brasileira de Enfermagem. 2021;74(2):e20200139
05-03-2021DOI 10.1590/0034-7167-2020-0139
- Fernando Riegel ,
- Maria da Graça Oliveira Crossetti ,
- Jussara Gue Martini ,
- Andrea Aparecida Gonçalves Nes
Views0See moreABSTRACT
Objective:
to reflect on Florence Nightingale’s legacy and describe her contributions to critical holistic thinking in nursing.
Methods:
this is a theoretical reflection, for which scientific productions on Florence Nightingale’s environmental theory, as published in national and international journals, were based.
Results:
Florence Nightingale’s philosophy and teachings emphasize that the nurse must use her brain, heart and hands to create healing environments to care for the patient’s body, mind and spirit. Nursing, since the time of Nightingale, has been building the holistic paradigm, in all schools of thought, with a view to a humanistic approach to the human being in their indivisible relationship with the environment.
Final considerations:
Florence’s contributions to holistic critical thinking in nursing are evident, constituting nurses’ differential in clinical practice.
- Fernando Riegel
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EXPERIENCE REPORT
Mock panels as an active teaching methodology in the education of nursing doctors
- Ildone Forte de Morais ,
- Alexandra do Nascimento Cassiano ,
- Soraya Maria de Medeiros ,
- Rejane Maria Paiva de Menezes ,
- Rodrigo Assis Neves Dantas , [ ... ],
- Alexsandra Rodrigues Feijão
09-07-2020
Abstract
EXPERIENCE REPORTMock panels as an active teaching methodology in the education of nursing doctors
Revista Brasileira de Enfermagem. 2020;73(6):e20190700
09-07-2020DOI 10.1590/0034-7167-2019-0700
- Ildone Forte de Morais ,
- Alexandra do Nascimento Cassiano ,
- Soraya Maria de Medeiros ,
- Rejane Maria Paiva de Menezes ,
- Rodrigo Assis Neves Dantas ,
- Daniele Vieira Dantas ,
- Alexsandra Rodrigues Feijão
Views0ABSTRACT
Objective:
To analyze the experience of doctorate students in the use of mock panels as an active methodology of teaching in Nursing post-graduation.
Method:
Experience report on the use of mock panels in the discipline Advanced Methods for Researches in Health and Nursing II, offered in the doctorate course of the Nursing Post-graduate Program from the Universidade Federal do Rio Grande do Norte.
Results:
The mock panels contributed for the doctorate of nurses and enabled students to take on the role of protagonists in the teaching-learning process, through the use of critical thought and student autonomy.
Conclusions:
This experience made it possible to implement an active teaching-learning methodology in Nursing post-graduation, since this strategy was opposite to the traditional education model.
Keywords:Critical ThinkingNursingNursing Education, PostgraduateProfessional AutonomySimulation TrainingSee moreViews0Abstract
EXPERIENCE REPORTMock panels as an active teaching methodology in the education of nursing doctors
Revista Brasileira de Enfermagem. 2020;73(6):e20190700
09-07-2020DOI 10.1590/0034-7167-2019-0700
- Ildone Forte de Morais ,
- Alexandra do Nascimento Cassiano ,
- Soraya Maria de Medeiros ,
- Rejane Maria Paiva de Menezes ,
- Rodrigo Assis Neves Dantas ,
- Daniele Vieira Dantas ,
- Alexsandra Rodrigues Feijão
Views0ABSTRACT
Objective:
To analyze the experience of doctorate students in the use of mock panels as an active methodology of teaching in Nursing post-graduation.
Method:
Experience report on the use of mock panels in the discipline Advanced Methods for Researches in Health and Nursing II, offered in the doctorate course of the Nursing Post-graduate Program from the Universidade Federal do Rio Grande do Norte.
Results:
The mock panels contributed for the doctorate of nurses and enabled students to take on the role of protagonists in the teaching-learning process, through the use of critical thought and student autonomy.
Conclusions:
This experience made it possible to implement an active teaching-learning methodology in Nursing post-graduation, since this strategy was opposite to the traditional education model.
Keywords:Critical ThinkingNursingNursing Education, PostgraduateProfessional AutonomySimulation TrainingSee more
- Ildone Forte de Morais
Critical Thinking Archives - Page 2 of 3 - Revista Brasileira de Enfermagem
