Tiwari et al. (2006) (China) 2727 Tiwari A, Lai P, So M, Yuen K. A comparison of the effects of problem-based learning and lecturing on the development of students' critical thinking. Med Educ [Internet]. 2006 [cited 2015 Aug 26];40(6):547-54. Available from: Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2006.02481.x/epdf
http://onlinelibrary.wiley.com/doi/10.11...
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79 first-year students |
Problem-based learning (PBL) |
Lectures |
2 semesters |
California Critical Thinking Disposition Inventory (CCTDI) |
The PBL group had overall CT scores measured by the CCTDI that were significantly higher than the lectures group (p=0.005) |
| Ferguson (2012) (USA) 2828 Ferguson RA. Critical thinking skills in nursing students: using Human Patient Simulation [thesis]. California: Northern California University; 2012.
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57 first-year students |
Two groups were used: 1 - Traditional lectures + microsimulation + Human Patient Simulation (HPS) 2 - Traditional lectures + Microsimulation + HPS, and after one week a new HPS session without the mentor was performed |
Used lectures and micro-simulation |
2 weeks |
Watson Glaser Critical Thinking Appraisal (WGCTA) |
There was no statistically significant difference in overall CT score on the pre-test and post-test examination for all groups |
Atay & Karabacak (2011) (Turkey) 1515 Atay S, Karabacak U. Care plans using concept maps and their effects on the critical thinking dispositions of nursing students. Int J Nurs Pract [Internet]. 2012 [cited 2015 Aug 18];18(3):233-9. Available from: Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1440-172X.2012.02034.x/epdf
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http://onlinelibrary.wiley.com/doi/10.11...
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80 first- and second- year students |
Concept map in the development of nursing care plans |
Traditional method using column format |
1 semester |
CCTDI |
There was no statistically significant difference between the groups. In the experimental group, the difference on the pre- and post-test was statistically significant (p=0.000) |
| Jun et al. (2013) (South Korea) 2929 Jun WH, Lee EJ, Park HJ, Chang AK, Kim MJ. Use of the 5E learning cycle model combined with Problem-Based Learning for a fundamentals of nursing course. J Nurs Educ. 2013;52(12): 681-9.)
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161 second-year students |
5E learning model combined with PBL |
Lectures and discussion groups |
5 weeks |
Critical Thinking Disposition Scale for Nursing Students |
Significant increase in capacity for CT (p=0.005) in the experimental group |
Naber & Wyatt (2014) (USA) 3030 Naber J, Wyatt TH. The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Educ Today [Internet]. 2014 [cited 2015 Aug 26];34(1),67-72. Available from: Available from: http://www.sciencedirect.com/science/article/pii/S0260691713001251
http://www.sciencedirect.com/science/art...
)
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70 first-year students |
Reflective writing based on Richard Paul's CT Model |
There was no intervention, the traditional method already used in the discipline was used |
8 weeks |
California Critical Thinking Skills Test (CCTST) and CCTDI |
No significant differences were observed in CT scores measured by the CCTDI (p=0.690) and CCTST (p=0.260) |
| Ousley (2012) (USA) 3131 Ousley TL. The Development of Critical Thinking with Technology in Nursing Education [thesis]. Chicago: Northcentral University; 2012.)
|
132 second-year students |
Two groups were used: 1 - Lecture (4 hours) + Simulation (8 hours) + 32 hours of clinical practice 2 - Lecture (4 hours) + Online Case Studies (8 hours) + 32 hours of clinical practice |
Only lectures (12 hours) + 32 hours of practice. |
4 weeks |
CCTST |
All groups showed significant changes on the pre- and post-test for overall CT (p<0.010) |
Wheeler and Collins (2003) (USA) 1616 Wheeler LA, Collins SKR. The influence of concept mapping on critical thinking in baccalaureate nursing students. J Prof Nurs [Internet]. 2003 [cited 2015 Aug 22];19(6), 339-46. Available from: Available from: http://www.sciencedirect.com/science/article/pii/S8755722303001340
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http://www.sciencedirect.com/science/art...
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76 second-year students |
Concept maps |
Traditional method |
7.5 weeks |
CCTST |
There was no significant statistical difference. In the experimental group significant difference of overall CT was found between the pre- and post-test (p=0.020) |
Yuan et al. (2008) (China) 1414 Yuan D, Kunaviktikul W, Klunklin A, Williams BA. Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: a quasi-experimental study. Nurs Health Sci [Internet]. 2008 [cited 2015 Sept 01];10(1):70-6. Available from: Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1442-2018.2007.00373.x/epdf
http://onlinelibrary.wiley.com/doi/10.11...
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46 second-year students |
PBL |
Lectures |
18 weeks |
CCTST |
There was a statistically significant difference between the PBL and lecture groups for overall CT (p=0.040) after intervention |
| Morey (2012) (USA) 3232 Morey DJ. Development and evaluation of web-based animated pedagogical agents for facilitating critical thinking in nursing. Nurs Educ Perspect. 2012;33(2):116-20.)
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50 students in their last semester |
Animated Pedagogical Agents (APA). Using an online tool, students performed three case studies, which they received in writing and that were narrated by APA. |
Online case studies |
|
Critical Thinking Process Test (CTPT) |
There was no statistically significant difference between the overall CT scores in the groups after the intervention (p=0.561) |
| Yu et al. (2013) (China) 3333 Yu D, Zhang Y, Xu Y, Wu J, Wang C. Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: a crossover-experimental study. J Nurs Educ. 2013;52(10):574-81.
|
76 second-year students |
PBL. Because it was an experimental crossover study , both groups received the interventions PBL and lecture-based learning (LBL) at different times |
LBL |
One semester |
CCTDI-CV (Chinese version) |
The group that learned first with PBL showed a statistically significant increase of overall CT (p=0.032), as well as the second group (p=0.048) |
| Chen et al. (2011) (China) 3434 Chen S, Liang T, Lee M, Liao IC. Effects of concept map teaching on students' critical thinking and approach to learning and studying. J Nurs Educ. 2011;50(8):466-9.
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95 second-year students |
Concept map + Lectures |
Lectures |
15 weeks |
Critical Thinking Scale (CTS) |
No statistically significant differences were found between the groups |
| Brown (2008) (USA) 3535 Brown SC. The impact of high fidelity simulation and role modeling in the acquisition of critical thinking skills and self-efficacy: an experimental study [thesis]. Colorado: University of Northern; School of Nursing, College of Natural and Health Sciences; 2008.)
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67 final- year students |
High-fidelity simulation with the use of HPS + Debriefing + Role Modeling |
High-fidelity simulation with the use of the HPS + Debriefing. |
4 days |
Professional Judgment Rating Form (PJRF) |
No statistically significant differences were found between the groups |
