Synthesizing Critical Thinking Proficiency in Nursing Education: A Systematic Review

Tulyaku, Phatcharapon; Mohamed, Mona Gamal; Ravi, Ramya Kundayi; Baby, Priya

doi:10.33899/mjn.2024.183131

	Synthesizing Critical Thinking Proficiency in Nursing Education: A Systematic Review
Mosul Journal of Nursing
Article 6, Volume 12, Issue 1, January 2024, Pages 50-61 PDF (447.01 K)
Document Type: Review Articles
DOI: 10.33899/mjn.2024.183131
Authors
Phatcharapon Tulyaku¹; Mona Gamal Mohamed^* ²; Ramya Kundayi Ravi²; Priya Baby³
¹Borommarajonani College of Nursing, Trang, Thailand
²RAK College of Nursing, RAK Medical and Health Sciences University, Ras Al Khiamah, UAE
³College of Nursing, NIMHANS, Bangalore, India
Abstract
Objectives: This systematic review aimed to thoroughly examine the literature on developing critical thinking (CT) skills in nursing education. The review aimed to identify and summarize the components and definitions of CT as perceived by nursing educators, explore the various factors that influence CT development in nursing education, analyze interventions and strategies designed to promote CT skills among nursing students, and evaluate the broader implications of CT on clinical performance and patient outcomes in the field of nursing. Methods: To achieve these objectives, a systematic literature search was conducted using reputable databases such as PubMed, Web of Science, and Scopus. The search focused on identifying relevant studies published in peer-reviewed journals that addressed CT development in nursing education. Inclusion criteria were carefully applied to select studies directly addressing CT, interventions, factors influencing CT, and outcomes related to CT skills in clinical practice. After the selection process, data extraction, quality assessment, and data synthesis were conducted to analyze and interpret the findings from the included studies. Results: The systematic review identified 17 relevant studies that provided insights into CT development in nursing education. These studies revealed key components of CT, including information gathering, questioning, analysis, problem-solving, and theory application. Factors influencing CT development were categorized into students, educators, the education system, and the learning environment. Interventions and strategies to promote CT skills among nursing students were also documented, encompassing questioning techniques, reflective writing exercises, case-based learning methods, and other innovative teaching approaches. Conclusion: This systematic review highlights the dynamic nature of CT in nursing education and underscores the importance of ongoing research and innovative teaching practices. Enhancing educators' CT competence is crucial for effectively fostering CT skills among nursing students, with implications extending to improved clinical performance and patient outcomes in nursing practice. The findings of this review contribute to the broader understanding of CT development within the context of nursing education and emphasize its significance in preparing competent and reflective nursing professionals
Keywords
Critical Thinking; Nursing Education; Learning Environment; Clinical Performance; Patient Outcomes
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References
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