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Peer review through clinical rounds. A collaborative critical thinking strategy

C A Sedlak1, M O Doheny

  • 1Kent State University, School of Nursing, Ohio, USA.

Nurse Educator
|December 29, 1998
PubMed
Summary

Student-led clinical rounds enhance critical thinking in nursing students. This peer review method effectively promotes communication of assessment data and problem identification, fostering active learning and collaboration.

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Area of Science:

  • Nursing Education
  • Clinical Skills Development

Background:

  • Developing critical thinking is crucial for novice nursing students.
  • Traditional methods may not fully engage students in clinical reasoning.

Purpose of the Study:

  • To evaluate the effectiveness of student-led clinical rounds in fostering critical thinking among beginning baccalaureate nursing students.
  • To explore student perceptions of their critical thinking development through peer review.

Main Methods:

  • Nineteen beginning baccalaureate nursing students participated in a peer review clinical round experience.
  • Students were subsequently asked to describe their critical thinking processes and outcomes.

Main Results:

  • Peer-led rounds promoted active student learning.

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  • The experience encouraged collaboration among nursing students.
  • Students demonstrated enhanced ability in communicating assessment data and identifying client issues.

    • Conclusions:

    • Student-led clinical rounds are an effective pedagogical strategy for developing critical thinking in nursing education.
    • Peer review in clinical settings facilitates essential skills like communication and problem-solving.
    • This approach enhances student engagement and collaborative learning in nursing practice.