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Mechanical Ventilation Boot Camp Curriculum
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Patient simulator sessions and critical thinking.

Patricia Ravert1

  • 1Nursing Learning Center and Clinical Simulation Laboratory, Brigham Young University, College of Nursing, 500D SWKT, Provo, UT 84602-5450, USA. patricia_ravert@byu.edu

The Journal of Nursing Education
|December 31, 2008
PubMed
Summary

This study found that nursing students in simulator, non-simulator, and control groups showed moderate to large improvements in critical thinking skills. However, preferred learning style did not significantly impact these gains.

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Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Cognitive Skills Development

Background:

  • Critical thinking is essential for safe and effective nursing practice.
  • Simulation-based learning is increasingly used in nursing education to enhance clinical reasoning.
  • Understanding factors influencing critical thinking development is crucial for curriculum design.

Purpose of the Study:

  • To compare critical thinking skill development among baccalaureate nursing students in three distinct learning environments: simulation, non-simulation, and control groups.
  • To investigate the potential moderating effect of students' preferred learning styles on critical thinking gains.

Main Methods:

  • A quasi-experimental design was employed with three groups of baccalaureate nursing students.
  • Pre- and post-intervention assessments measured critical thinking skills.
  • Statistical analyses examined differences between groups and the influence of learning styles.

Main Results:

  • All three groups demonstrated moderate to large effect sizes in critical thinking score gains.
  • The overall model for total scale gain scores was statistically significant.
  • Neither the learning style nor the group assignment significantly moderated the critical thinking gains.

Conclusions:

  • Baccalaureate nursing students show significant improvements in critical thinking regardless of learning environment (simulation, non-simulation, control).
  • Preferred learning style does not appear to moderate critical thinking development in this cohort.
  • Further research may explore specific simulation design elements or other student characteristics influencing critical thinking.