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

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...

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Bibliographic Details
Published in:	Nurse education in practice Vol. 33; pp. 121 - 126
Main Authors:	Carbogim, Fábio da Costa, Barbosa, Amanda Conrado Silva, de Oliviera, Larissa Bertacchini, de Sá Diaz, Flávia Batísta Barbosa, Toledo, Luana Vieira, Alves, Katiusse Resende, Friedrich, Denise Barbosa de Castro, Luiz, Franciane Silva, Püschel, Vilanice Alves de Araújo
Format:	Journal Article
Language:	English
Published:	Scotland Elsevier Ltd 01-11-2018 Elsevier Limited
Subjects:	Behavioral Objectives Cardiopulmonary Resuscitation Clinical Competence - standards Clinical nursing Clinical research Clinical trial Clinical trials Control Groups Critical thinking Education, Nursing, Baccalaureate Educational Measurement - standards Educational programs Evaluation methodology Evidence-based nursing Female Humans Hypotheses Intervention Learning Processes Life sustaining treatment Male Metacognition Nursing Nursing education Nursing skills Nursing students Problem based learning Problem-Based Learning - methods Students Students, Nursing Teaching methods Thinking Thinking skills Undergraduate Students Problem based learning Nursing students Clinical trial Evaluation methodology Cardiopulmonary resuscitation
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Summary:	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. •Critical thinking contributes to assertiveness in clinical decision making.•ALMCT influences critical thinking improvement via analyticity disposition and analytical skill.•Self-report method tests that evaluate critical thinking should be interpreted with caution.
Bibliography:	ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-News-1 ObjectType-Feature-3 content type line 23
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2018.10.001