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Critical thinking of student nurses during clinical accompaniment
Curationis
|October 26, 2005
Summary
Clinical facilitators use various accompaniment methods, but misunderstand critical thinking and facilitation, hindering proper implementation in nursing practice. Tutor-driven learning is more common than student-driven learning.
Area of Science:
- Nursing Education
- Clinical Facilitation
Background:
- Clinical accompaniment is crucial for developing nursing skills.
- Understanding facilitators' perceptions of critical thinking is essential for effective education.
Purpose of the Study:
- To investigate clinical accompaniment methods used by facilitators.
- To explore facilitators' perceptions of critical thinking and its facilitation.
Main Methods:
- Quantitative research design.
- Literature review to identify critical thinking facilitation methods.
- Questionnaire developed and validated by seven clinical facilitators.
Main Results:
- Multiple clinical accompaniment methods are employed, largely aligning with literature.
- Respondents demonstrated a misunderstanding of 'critical thinking' and 'facilitation'.
- Tutor-driven learning predominated over student-driven learning, failing to meet outcomes-based education requirements.
Conclusions:
- Current interpretations of critical thinking and facilitation impede effective application in nursing practice.
- A structured program for critical thinking development within clinical accompaniment is needed.
- Outcomes-based education principles require greater emphasis on student-driven learning.
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