Fostering critical thinking competence in nurses: A systematic review

Area of Science:

• Nursing Education
• Healthcare Professional Development
• Cognitive Skills Training

Background:

• Critical thinking is essential for safe nursing practice, clinical judgment, and evidence-based care.
• Existing research on strategies to foster critical thinking in nursing is fragmented.

Purpose of the Study:

• To synthesize evidence-based learning strategies for enhancing critical thinking competence in nurses and nursing students.
• To consolidate fragmented evidence on pedagogical approaches for critical thinking development in nursing.

Main Methods:

• A systematic review was conducted following PRISMA 2020 guidelines.
• Peer-reviewed intervention studies published between 2019-2025 were identified from four databases.
• Study quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklist, and findings were synthesized thematically.

Main Results:

• Twelve studies from China, South Korea, USA, Indonesia, and Palestine met inclusion criteria.
• Learning strategies included case-based learning, simulation-based learning, reflective strategies, and collaborative learning.
• Interventions were implemented in academic, clinical, and workplace settings, utilizing authentic cases and simulation.

Conclusions:

• Educational strategies are most effective when pedagogical approaches align with theoretical frameworks, learning environments, and organizational conditions.
• This alignment supports the consistent and sustainable development of critical thinking in nursing.
• Optimizing instructional design is key for critical thinking enhancement in nursing education and practice.