The relationship between Blended Learning in Clinical Nursing Process and Critical Thinking Skills in Nursing Students; A Quasi-Experimental Study
Publish place: Health Education & Health Promotion، Vol: 11، Issue: 4
Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
View: 28
This Paper With 6 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_HEHP-11-4_003
تاریخ نمایه سازی: 7 اسفند 1402
Abstract:
Aims: Nurses need to think critically to provide effective care. They use critical thinking skills (CTS) every day to care based on the nursing process (NP). Caring and CT are at the core of professional nursing education. The aim of the study was to determine the relationship between NP blended learning methods and CT.
Materials & Methods: This study was a quasi-experimental cross-sectional educational evaluation, which was performed on ۲۶ undergraduate students in their third semester at the Ramsar School of Nursing in ۲۰۲۲. According to the training program, these students were divided into four groups. Data were collected by the checklist of NP scores and California Critical Thinking Skills Test; form-B before and after a two-phase, six-day intervention with blended learning.
Findings: The paired t-test showed that except for the stage of review and recognition, this difference was significant for other states and the total score, which indicates the effect of the blended method on learning clinical NP in students. Before training, ۹۵.۷% of students had strong CT, which reached ۱۰۰% after training. A significant relationship was observed between the total score of the second stage of clinical NP and deductive reasoning after training (p=۰.۰۴). There was no significant relationship between the total score of clinical NP and the total score of CT before and after training.
Conclusion: Blended learning methods should be considered in nursing curricula, and it seems that traditional methods cannot be successful in learning NP and CT.
Keywords:
Authors
S.H. Kalati
Department of Education, Faculty of Education, University of Ottawa, Ottawa, Canada
N. Ahmadzadeh Tori
Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
J. Kalati
Department of Pharmacy, College of Pharmacy, University of Utah, Salt Lake Cit, US
N. Norouzi Parashkouh
Department of Nursing, Ministry of Health and Medical Education, Tehran, Iran
H. Karimi
Nursing Care Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
مراجع و منابع این Paper:
لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :