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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

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.