dc.contributor.author | Zlamal, Jaroslav | |
dc.contributor.author | Gjevjon, Edith Roth | |
dc.contributor.author | Fossum, Mariann | |
dc.contributor.author | Solberg, Marianne Trygg | |
dc.contributor.author | Steindal, Simen Alexander | |
dc.contributor.author | Strandell-Laine, Camilla | |
dc.contributor.author | Larsen, Marie Hamilton | |
dc.contributor.author | Nes, Andrea Aparecida Gonçalves | |
dc.date.accessioned | 2022-08-17T10:43:15Z | |
dc.date.available | 2022-08-17T10:43:15Z | |
dc.date.created | 2022-06-13T13:37:27Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | JMIR Nursing. 2022, 5 (1), e37380, 1-13 | en_US |
dc.identifier.uri | https://hdl.handle.net/11250/3012314 | |
dc.description | Originally published in JMIR Nursing (https://nursing.jmir.org), 07.06.2022. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Nursing, is properly cited. The complete bibliographic information, a link to the original publication on https://nursing.jmir.org/, as well as this copyright and license information must be included.
URL: https://nursing.jmir.org/2022/1/e37380 | en_US |
dc.description.abstract | Background: Nursing education has increasingly focused on critical thinking among nursing students, as critical thinking is a desired outcome of nursing education. Particular attention is given to the potential of technological tools in guiding nursing students to stimulate the development of critical thinking; however, the general landscape, facilitators, and challenges of these guidance models remain unexplored, and no previous mixed methods systematic review on the subject has been identified.
Objective: This study aims to synthesize existing evidence on technology-supported guidance models used in nursing education to stimulate the development of critical thinking in nursing students in clinical practice.
Methods: This mixed methods systematic review adopted a convergent, integrated design to facilitate thematic synthesis. This study followed the guidelines of the Joanna Briggs Institute Manual for Evidence Synthesis.
Results: We identified 3 analytical themes: learning processes implemented to stimulate critical thinking, organization of the learning process to stimulate critical thinking, and factors influencing the perception of the learning process. We also identified 4 guidance models, all based on facilitator or preceptorship models using tailored instructional or learning strategies and one or several technological tools that were either generic or custom-made for specific outcomes. The main facilitators of these technology-supported guidance models were nurse educators or nurse preceptors, and the main challenges in using technology-supported guidance models were the stress associated with technical difficulties or increased cognitive load.
Conclusions: Although we were able to identify 4 technology-supported guidance models, our results indicate a research gap regarding the use of these models in nursing education, with the specific aim of stimulating the development of critical thinking. Both nurse preceptors and nurse educators play a crucial role in the development of critical thinking among nursing students, and technology is essential for such development. However, technology-supported guidance models should be supervised to mitigate the associated stress. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | JMIR Publications Inc. | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | clinical practice | en_US |
dc.subject | nursing education | en_US |
dc.subject | technology | en_US |
dc.subject | guidance models | en_US |
dc.subject | critical thinking | en_US |
dc.title | Technology-supported guidance models stimulating the development of critical thinking in clinical practice: Mixed methods systematic review | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | ©Jaroslav Zlamal, Edith Roth Gjevjon, Mariann Fossum, Marianne Trygg Solberg, Simen A Steindal, Camilla Strandell-Laine, Marie Hamilton Larsen, Andréa Aparecida Gonçalves Nes. | en_US |
dc.source.pagenumber | 1-13 | en_US |
dc.source.volume | 5 | en_US |
dc.source.journal | JMIR Nursing | en_US |
dc.source.issue | 1 | en_US |
dc.identifier.doi | 10.2196/37380 | |
dc.identifier.cristin | 2031435 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |