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Exploring a learning model for knowledge integration and the development of critical thinking among nursing students
Chun-Chih Lin1,2, Chin-Yen Han3,4, Ya-Ling Huang5,6
1Department of Nursing, Chang Gung University of Science and Technology, 2, Jiapu Rd, West Sec. Putz, Chiayi, 61363, Taiwan. cclin01@mail.cgust.edu.tw.
BMC Medical Education
|October 14, 2024
Summary
Nursing students struggle to apply bioscience knowledge and develop critical thinking. This study explores their learning experiences to improve nursing education and curriculum. Keywords: nursing students, bioscience, critical thinking, learning experiences, curriculum.
Area of Science:
- Nursing Education
- Bioscience Application
- Cognitive Skill Development
Background:
- Students struggle to transfer bioscience knowledge to clinical practice, with rapid knowledge decay.
- Difficulty in developing higher-order cognitive skills like critical thinking is a barrier in the care profession.
- Understanding prior learning experiences is crucial for enhancing nursing education.
Purpose of the Study:
- To explore the learning experiences of nurses in a two-year program in Taiwan.
- To identify challenges in integrating multidisciplinary knowledge.
- To understand barriers in developing critical thinking competency.
Main Methods:
- Constructivist grounded theory methodology.
- Qualitative data collection through interviews.
- Exploration of prior learning experiences.
Main Results:
- Identified challenges in applying bioscience knowledge to practice.
- Revealed difficulties in higher-order cognitive skill development.
- Highlighted issues in integrating multidisciplinary knowledge for critical thinking.
Conclusions:
- Findings will inform revisions to the two-year nursing curriculum.
- Expected to improve higher cognitive learning performance in nursing students.
- Emphasizes the need for better understanding of student learning processes.
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