The Teaching of Critical Thinking for Nursing Students: A Randomized Controlled Pilot Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 102
- 试验地点
- 2
- 主要终点
- California Critical Thinking Skills Test (CCTST)
研究概览
简要总结
Considering the need for an intervention in the context of the Brazilian nursing education, in order to develop the skills and dispositions for critical thinking (CT), this study aims to fill this gap through a first aid course, comparing a group control and an experimental group. In this study will be used two tests, California Critical Thinking Dispositions Inventory (CCTID) to review arrangements for the CT, and California Critical Thinking Skills Test (CCTST) to evaluate CT skills, both marketed (Facione N, Facione PA, 2009 , 2011). Therefore, in order to facilitate the assimilation of PC skills during the course, we prepared the model of Active Teaching for Critical Thinking (MEAPC): characterized by a teaching method proposed by the author of this work, who understands the educational activity active and intentional as mobilizing higher mental processes fundamental to the development of the CT.
详细描述
In Brazil there are few studies produced about Critical Thinking (CT), and the field of Brazilian nursing are unknown type of intervention research to assess / provisions initially measure and skills development / PC skills. Thus, the research question to be answered is: Students undergo an educational intervention focused on first aid care based on the Problem Based Learning (PBL) and guided by Active Teaching Model for Critical Thinking (MEAPC), have better results for PC skills and provisions compared to students learning the same content from PBL without MEAPC?
* STUDY OBJECTIVES
General Purpose:
Create, implement and evaluate an educational intervention for nursing students focusing on first aid, to develop skills and PC provisions, based on Problem Based Learning (PBL) and guided by Active Teaching Model for Critical Thinking (MEAPC) .
Specific Objectives:
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 17 Years 至 50 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Undergraduate nursing students who are enrolled from first to third year;
- •Undergraduate nursing students who agreed to participate in the study by signing the free and informed consent;
- •Undergraduate nursing students residing in the Zona da Mata of Minas Gerais, Brazil.
排除标准
- •Undergraduate nursing students who are not enrolled from first to third year;
- •Undergraduate nursing students who does not agreed to participate in the study by signing the free and informed consent.
- •Undergraduate nursing students who does not residing in the Zona da Mata of Minas Gerais, Brazil.
结局指标
主要结局
California Critical Thinking Skills Test (CCTST)
时间窗: one year
It is now considered the main test for measurement of critical thinking skills. The test is divided into ranges that represent the skills of critical thinking, analysis, evaluation, inference, deduction, induction and general reasoning skills. The test has 34 questions (about five questions to assess each critical thinking skill) with four possible answers listed from A to D. Students must choose only one answer that they consider relevant to the question asked. The test filling time takes around 50 minutes.
California Critical Thinking Dispositions Inventory (CCTID)
时间窗: one year
Have your items divided into seven scales that represent attitudes of the critical thinker: seeking the truth, open mind, analyticity, systematic, self-confidence, curiosity and cognitive maturity. The test has 75 assertions (about 11 for each assertive attitude) from which students must indicate their level of agreement or disagreement on a Likert scale of six points. The test filling time takes around 15 to 20 minutes.
次要结局
- Evaluation of educational intervention(one year)
研究者
Fábio da Costa Carbogim
Phd student
University of Sao Paulo