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Background: Problem-Based Learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes., Objectives: To explore the impact of a grouping intervention using the Felder-Silverman Learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance., Design: A single-center, single-blind, double-arm, parallel randomized controlled trial., Settings: One university school of nursing., Participants: The sample consisted of 56 fourth-year undergraduate nursing students., Methods: Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of Learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and Self-Directed Learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent t-test, and chi-square test., Results: The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups., Conclusions: Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments., Registration: The trial was registered at the Chinese Clinical Trials Registry (ChiCTR2300069565)., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Clinical thinking is an important competency among master of nursing specialist (MNS) postgraduate students. Previous studies have demonstrated that self-directed learning (SDL) positively affects clinical thinking among MNS postgraduates. However, little is known about the mechanisms underlying the relationship between SDL and clinical thinking., Aim: This study aimed to investigate the status of MNS postgraduates' SDL, advanced health assessment (AHA), and clinical thinking and to explore the mediating effect of AHA on the relationship between SDL and clinical thinking through a structural equation model., Design: Cross-sectional study., Settings: Participants were recruited from 7 universities in Anhui, Hubei, Hebei, and Heilongjiang provinces, China., Participants: A convenience sample of 300 MNS postgraduates was recruited from May 2023 to July 2024., Methods: A general information questionnaire, SDL instrument, AHA scale, and clinical thinking scale were used for data collection. Data were analyzed using SPSS and AMOS software., Results: The levels of SDL, AHA, and clinical thinking among the participants were above the middle level. AHA played a partial mediated role in the relationship between SDL and clinical thinking., Conclusions: This study provides new insights into the relationship between SDL, AHA, and clinical thinking. The results of this study indicate the effectiveness of developing AHA when conducting SDL to enhance the clinical thinking of MNS postgraduates., Competing Interests: Declaration of competing interest The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: The integration of concept mapping into nursing education represents a pivotal strategy aimed at enhancing critical thinking skills, which is a necessity in navigating the complexities of healthcare. This educational tool's role in stimulating students' analytical abilities and motivation towards critical thinking has become increasingly relevant in preparing nursing professionals for the dynamic challenges of their field., Objectives: The aim of this study is to examine how the implementation of concept mapping affects critical thinking motivation among nursing students, investigate the relationship between them, and support its use as an innovative educational strategy in the field of nursing., Design: This study was conducted using a descriptive and exploratory design., Methods: This research was carried out between May and June 2023, involving 435 nursing students. For data collection within an online classroom framework, the study applied a trio of tools: the Student Descriptive Information Form, the Scale for the Effectiveness of Concept Maps in Nursing Education, and the Critical Thinking Motivation Scale. The analysis of the compiled data was undertaken utilizing SPSS version 25.0 and JAMOVI software, with statistical significance set at a p-value of <0.05., Results: Engagement in social/scientific activities, library usage, and book reading habits were positively correlated with higher scores on both the Critical Thinking Motivation Scale and the Scale for the Effectiveness of Concept Maps in Nursing Education. Notably, concept mapping significantly enhanced critical thinking motivation among the participating students, as evidenced by the path analysis (β = 0.758, R = 0.563, p < 0.001)., Conclusion: The findings underscore the significant role of concept mapping in elevating critical thinking motivation among nursing students, suggesting its strategic inclusion in nursing curricula to meet the evolving demands of healthcare education in the twenty-first century., Competing Interests: Declaration of competing interest Authors declared no known conflicts of interest associated with this study., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Adequate professional preparation of nursing undergraduates is conducive to developing health care careers. Deep learning is important for enhancing nursing competencies and the overall quality of students. However, limited research has been conducted to explore deep learning and its associated factors for students in higher nursing education., Objective: To describe the level of deep learning and explore its associated factors among Chinese nursing undergraduates., Design: A cross-sectional study., Setting: This study was conducted at a medical university in Anhui Province, China., Participants: Convenience sampling was used to survey 271 nursing undergraduates between July and September 2023., Methods: The survey included questions about general information, deep learning, and critical thinking disposition. Nonparametric tests were used to distinguish the intergroup differences. Correlations were evaluated using Spearman's rank correlation analysis. Hierarchical multiple regression analysis was performed to determine the influencing factors., Results: The deep learning score of the nursing undergraduates was 3.82 (3.56, 4.00). Hierarchical multiple regression analysis revealed that gender (β = 0.10, P = 0.044), experience as a student leader (β = 0.10, P = 0.049), and critical thinking disposition (β = 0.60, P = 0.000) significantly impacted deep learning. All the variables explained 41.1 % of the total mean score variance for deep learning., Conclusion: Chinese nursing undergraduates showed upper-middle levels of deep learning. Gender, experience as a student leader, and critical thinking disposition were significantly associated factors of deep learning. Nursing educators should provide targeted interventions for deep learning to facilitate the professional competencies of these students., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Self-Regulated Learning (SRL) is key in developing healthcare professionals and lifelong learner. iCARE (internalization of Critical thinking, Assessment, Reflection to Empower learning) model was designed to enhance nursing students' SRL., Aim: This study investigated the effects of iCARE on nursing students' reflective practice, SRL, self-efficacy and skill performance as compared to conventional group reflection., Method: A quasi-experimental exploratory study was employed on 49 final-year nursing students in a tertiary acute hospital. The iCARE group (n = 24) received guided daily reflective journal with weekly feedback while the group reflection group (n = 25) received group reflection. Both were facilitated by clinical instructors. Participants' SRL score, self-efficacy level and skill performance were measured pre- and post- training. End of posting reflective journal between group was compared. Their experience and perception on both facilitation methods were obtained using questionnaires. Quantitative data were summarised and analysed using Chi-Square test and t-test. Theme coding and content analysis were used to analyse the qualitative responses., Results: Compared to group reflection group, the iCARE group reported a statistically significant improvement in SRL score, reflective practice, skill performance and self-efficacy in skill performance after a four-week clinical posting. Participants from both groups perceived that reflection helped them learn from peers and experience, enhanced their performance and motivated them to learn. Three unique themes emerged only from the iCARE group: iCARE helped to developed SRL; application of assessment, planning, implementation and evaluation (APIE) improved clinical reasoning; iCARE improved the use of feedback., Conclusion: The findings demonstrated the effect of the iCARE model in enhancing the development of nursing students' reflective practice, SRL and clinical learning outcomes. The design of iCARE model that embeds SRL instructions, APIE framework and SRL focused feedback can promote cognitive and metacognitive development as well as skill performance., Competing Interests: Declaration of competing interest No conflict of interest has been declared by the authors., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Research skills in nursing are crucial for guiding evidence-based practice and enhancing health care. However, undergraduate nursing students often encounter challenges in skill development because of curriculum constraints that prioritize clinical education. Bridging this skill gap is imperative for preparing students for evidence-based practice and nursing scholarship., Aim: This study aimed to investigate the impact of incorporating action learning into undergraduate nursing research classes to improve the quality of nurse education., Design: A mixed-methods approach was employed using pre- and post-online surveys for quantitative analysis and reflective journals for qualitative analysis., Settings: The study was conducted at a college of nursing in Seoul, South Korea., Participants: A convenience sample of 19 fourth-year nursing students participated in the study., Methods: Action learning-based nursing research classes were implemented over ten sessions, integrating lectures and team activities. Pre- and post-assessment data on communication skills, critical thinking tendencies, and problem-solving abilities were analyzed using paired t-tests. The qualitative analysis involved content analysis of individual and team reflective journals., Results: Participants in action learning-based nursing research classes showed significant improvements in their communication skills (t = 3.46, p = 0.002), critical thinking tendencies (t = 3.80, p = 0.001), and problem-solving abilities (t = 1.82, p = 0.043). From the analysis of reflective journals four main themes were developed: organized team projects, dynamics of learning goal achievement, extended application of learning outcomes, and recommendations for better action learning-based classes., Conclusions: This study highlights action learning as an effective educational method that integrates theory and practice in nurse education, helping students prepare for their future roles as nursing professionals. The findings underscore the effectiveness of action learning in improving undergraduate nursing students' research competency and support the need for continued development of such pedagogical approaches., Competing Interests: Declaration of competing interest The authors declare that they have no competing interests., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

UnlabelledHuman patient simulation (HPS) is becoming a popular teaching method in nursing education globally and is believed to enhance both knowledge and critical thinking.ObjectiveWhile there is evidence that HPS improves knowledge, there is no objective nursing data to support HPS impact on critical thinking. Therefore, we studied knowledge and critical thinking before and after HPS in prelicensure nursing students and attempted to identify the predictors of higher critical thinking scores.MethodsUsing a one-group, quasi-experimental, pre-test post-test design, 154 prelicensure nursing students (age 25.7± 6.7; gender=87.7% female) from 3 schools were studied at the same point in their curriculum using a high-fidelity simulation. Pre- and post-HPS assessments of knowledge, critical thinking, and self-efficacy were done as well as assessments for demographics and learning style.ResultsThere was a mean improvement in knowledge scores of 6.5 points (P

Background: Design thinking pedagogy was commonly adopted in higher education across professional fields, but not in nursing education. To enhance design thinking competence of nursing students, integrating design thinking pedagogy has been suggested., Objective: To assess the effect of incorporating design thinking pedagogy into Leadership Development courses on design thinking competence in nursing students., Design: Prospective non-randomized study., Participant and Setting: This study was conducted in a University of Science and Technology in northern Taiwan. Nursing students taking elective Leadership Development courses were included as the experimental group (n = 150). Age- and gender-matched nursing students without taking Leadership Development courses were included as the control group (n = 150)., Methods: Two self-reported questionnaires, Taiwanese version of Creative Synthesis Inventory (CSI-TW) and Design Thinking Traits Questionnaire (DTTQ-TW), were used to assess design thinking competence of nursing students before and after test. Analysis of covariance (ANCOVA) after adjustment for pre-test mean scores was performed to assess differences in the adjusted post-test mean scores between the two groups., Results: The ANCOVA analysis indicated nursing students in the experimental group had significantly improved total scores of and subscale scores of CSI-TW compared to those of the control group. Although total score of DTTQ-TW as well as subscale scores of feedback-seeking and experimentalism were significantly enhanced in the experimental group than their control counterparts, no significant differences in subscale scores of integrative thinking, optimism, and collaboration were observed between two groups., Conclusion: Design thinking pedagogy significantly improved overall design thinking competence of nursing students. This study provided quantitative evidence to support the implementation of design thinking pedagogy in nursing education to facilitate the design thinking competence of nursing students., Competing Interests: Declaration of competing interest No competing interests are declared by the authors., (Copyright © 2024 The Author. Published by Elsevier Ltd.. All rights reserved.)

Background: Diabetic foot ulcer is a significant complication of diabetes that carries a high mortality risk and is associated with substantial financial costs. Choosing a suitable educational model for nursing students as future nurses is necessary to improve knowledge and manage issues related to caring for diabetic patients., Objectives: To determine the effect of education based on the 7E learning cycle model on the knowledge of diabetic foot ulcer prevention, critical thinking, and self-efficacy in nursing students., Design: A single-blind, randomized controlled trial with a parallel group., Settings: This study was conducted in a nursing school and hospitals covered by it in Iran., Participants: 98 students studying in the fourth semester of the Bachelor of Nursing course., Methods: Students were divided into two distinct groups at random: an experimental group (class A, with 51 participants), and a control group (class B, with 47 participants). The participants of the experimental group were provided with an education based on the 7E learning cycle model, while the control group received conventional teaching method. Data collection methods included pre- and post-tests using research instruments (demographic questionnaire, Kaya Diabetic Foot Prevention Knowledge Questionnaire, Ricketts' Critical Thinking Disposition Questionnaire, and General Self-Efficacy Scale). The data were analyzed using descriptive statistics, non-parametric Mann-Whitney and Wilcoxon tests, parametric independent sample t-tests, ANCOVA, and paired sample t-tests., Results: The difference in mean scores of diabetic foot ulcer prevention knowledge (Z = -6.232, p < 0.001), critical thinking (t (50) = -4.382, p < 0.001), and self-efficacy (Z = -4.427, p < 0.001) in the experimental group were statistically significant between the time interval before the intervention and one month after its completion., Conclusions: Compared to conventional method of teaching, education based on the 7E learning cycle model is a more effective method to improve nursing students' knowledge of diabetic foot ulcer prevention, critical thinking, and self-efficacy., Competing Interests: Declaration of competing interest None., (Copyright © 2024. Published by Elsevier Ltd.)

Background: As they have not yet embarked on clinical practice, most students who already have a bachelor's degree but require a bachelor's degree in nursing occasionally perceive the educator's instruction on clinical situations as abstract and challenging for making accurate clinical judgments., Objectives: This study aims to implement a clinical judgment model and case scenarios in classroom teaching to evaluate improvements in students' clinical judgment and critical thinking abilities., Design: A mixed-method design., Setting: A second-degree Bachelor of Science in Nursing at a university in Taiwan., Participants: First-year undergraduate nursing students., Methods: This mixed-methods study featured a survey at the beginning and end of a course, followed by one-on-one online interviews. A purposive sample of sophomore nursing students was recruited from a university in northern Taiwan between March 2020 and May 2021. Semi-structured interviews were conducted after a preliminary analysis of the collected quantitative data., Results: In total, 48 participants completed the study questionnaire, and 20 were interviewed. The results show that the students' ability to make clinical judgment and identify individual health problems from case scenarios significantly improved after completing the course. However, critical thinking did not differ significantly after the course. Qualitative data analysis revealed three key themes relevant to the participants' learning experiences: (1) establishing the context of clinical judgment, (2) building a bridge between basic medical science and clinical nursing, and (3) having a broader perspective., Conclusions: Incorporating clinical judgment measurement model and case scenarios in the curriculum may benefit second-degree Bachelor of Science in Nursing students who have not yet begun their clinical practice. Additionally, the result provides educators with valuable learning goals and evaluation strategies in the classroom and clinical practice., Competing Interests: Declaration of competing interest The author declares that there are no conflicts of interest., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Introduction: In a nursing degree critical reasoning competency includes reasoning both inside and outside the clinical setting. One of the major challenges for nursing students is learning concepts at a high abstract level. In this sense, the LEGO® Serious Play method has the potential to improve thinking skills., Aims: To describe a) which elements of thinking link to the learning of the nursing metaparadigm through the use of the LEGO® Serious Play "four Cs" method b) analyse how this method helps to generate critical reflective thinking in nursing students during the process of application of theoretical knowledge about the nursing metaparadigm in a new situation., Methods: An interpretive phenomenological analysis, integrating qualitative research methods was implemented as a means of undertaking research facilitated using LEGO® Serious Play method as an innovative method of data collection., Results: 280 participants were recruited. From the analysis of the contributions made to the students' forum, six categories emerged: Starting point, Consciousness, Process, Teamwork, Capacities and Limitations., Conclusion: LEGO® Serious Play is an effective method for teaching nursing metaparadigms and helps students acquire and generate new knowledge., Competing Interests: Declaration of competing interest None., (Copyright © 2024. Published by Elsevier Ltd.)

Objective: To map current assessment practices for learning outcomes related to nurses' clinical judgment from undergraduate education to entry to practice., Design: Scoping review using the Joanna Briggs Institute guidelines and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)., Data Sources: Electronic databases-Cumulative Index of Nursing and Allied Health Literature (CINAHL Complete; EBSCOhost), EMBASE (Ovid), MEDLINE (Ovid), PsycINFO (Ovid), and Web of Science (Social Sciences Citation Index, Citation Index Expanded)-using a combination of descriptors and keywords related to nursing students, newly graduated nurses, clinical judgment and related terms (e.g., critical thinking, clinical reasoning, clinical decision-making, and problem-solving), and assessment., Methods: Two reviewers independently extracted study characteristics and, for each outcome relevant to clinical judgment, the concept, definition and framework, assessment tool, and the number and schedule of assessments. Data were synthesized narratively and using descriptive statistics., Results: Most of the 52 reviewed studies examined the outcome of a discrete educational intervention (76.9 %) in academic settings (78.8 %). Only six studies (11.5 %) involved newly graduated nurses. Clinical judgment (34.6 %), critical thinking (26.9 %), and clinical reasoning (9.6 %) were the three most frequent concepts. Three assessment tools were used in more than one study: the Lasater Clinical Judgment Rubric (n = 22, 42.3 %), the California Critical Thinking Skills Test (n = 9, 17.3 %), and the Health Science Reasoning Test (n = 2, 3.8 %). Eleven studies (21.2 %) used assessment tools designed for the study., Conclusion: In addition to a disparate understanding of underlying concepts, there are minimal published studies on the assessment of nursing students and nurses' clinical judgment, especially for longitudinal assessment from education to clinical practice. Although there is some existing research on this topic, further studies are necessary to establish valid and reliable clinical competency assessment methods that effectively integrate clinical judgment in clinical situations at relevant time points., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Objectives: Historically, emphasis on task-completion and lack of intentional approaches that develop students' thinking skills have dominated clinical education. One contributing factor may be the limited literature about teaching to develop clinical reasoning and clinical judgment in the clinical environment. This integrative review accessed available literature to answer the question, What strategies are used to develop clinical judgment in the clinical education environment?, Design: The Whittemore and Knafl approach framed the integrative review. The framework includes the following steps 1) problem identification, 2) literature search, 3) data evaluation, 4) data analysis, and 5) presentation., Datasources: The data bases CINAHL Plus with Full Text, OVID, and ProQuest were searched through the period of January 2000 through July of 2022., Review Methods: The PRISMA protocol informed review and screening of the literature. Authors assessed articles for eligibility via first screening by abstract review, followed by review of the full text. Both authors reviewed the articles, assessing qualification for inclusion and evaluating the content. Data from eligible articles were analyzed and synthesized to answer the research question., Results: Of the initial 427 articles, a total of 20 articles met inclusion criteria for final analysis. Five general themes emerged for clinical judgment during clinical education. The findings identified the teaching strategies nurse educators use. Many of the teaching methods include deliberateness and intentionality in planning and implementing the strategies. In addition to evaluating clinical judgment, nurse educators guided and mentored student thinking. Finally, this review identified reported outcomes and results of the teaching strategies and methods., Conclusions: A limited number of articles describing teaching for clinical judgment in clinical environment were found. The articles analyzed found that nurse educators used a variety of teaching strategies for the purpose of developing students' clinical judgment. More research is needed to guide best-practices in clinical education. We must move the science forward to transform and leverage clinical education more deliberately to teach thinking in practice and decision-making about patient care., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Background: The shortage of nursing and healthcare clinical placements has prompted the investigation of ways to supplement authentic learning. Mobile mixed reality has become increasingly available, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored., Objective: To examine how mobile mixed reality facilitates critical thinking in nursing and healthcare higher education., Design: Systematic review., Review Methods: A search in seven databases (MEDLINE, PsychINFO, AMED, ERIC, Scopus, Cochrane, and Web of Science) was conducted with 3488 titles and abstracts screened. The quality of the included studies was evaluated using the Mixed Methods Assessment Tool (MMAT)., Results: A total of 12 studies with 1108 participants were included. The breadth of healthcare disciplines was limited to five disciplines that utilised bespoke scenarios on head-mounted displays. Most scenarios were emergency or critical response, with limited time for pre-brief, debrief, or overall user time. Only two studies directly measured critical thinking, with others including indirect reference to diagnoses, interpretation, analysis, or evaluation of healthcare scenarios. Affordances and design principles for the future development of mobile mixed reality for critical thinking in nursing and healthcare higher education are identified., Conclusions: While some pedagogical affordances of mobile mixed reality can be identified in a narrow number of healthcare disciplines, there remain to be limited valid measures of critical thinking used to quantify effectiveness. Future studies would benefit from considering scenarios beyond emergency and critical responses, including longitudinal studies that reflect the development of critical thinking over time, and exploration of co-designed scenarios with and by nursing and healthcare students., Competing Interests: Declaration of competing interest None., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background/objective: Deductive logic has often been used to develop critical thinking. However, inductive logical thinking, essential to care decision-making, has yet to be emphasized. This study aimed to explore visual thinking learning among undergraduate nursing students by asking them to draw situated patient pictures in order to integrate theoretical knowledge and promote inductive logical thinking., Methods: A mixed-methods research design was used to obtain quantitative and qualitative data from a convenience sample of 100 students. The study was conducted in a Taiwanese university from September 2022 to January 2023. In the quantitative component, learners' views of situated patient pictures were captured based on 15 paired identifiers and two questions: (a) What word should be used in describing the situated patient's picture? (b) How strongly do you feel about the selection? Written feedback was analyzed using qualitative content analysis., Results: Quantitative analysis identified specific, unpretentious, humorous, harmonious, conservative, realistic, rational, entire, image performance, professional performance, understandable, expressive, static performance, rigorous, and profuse with a reasonable degree of choice. Qualitative analysis identified four stages in participants' development of inductive reasoning through situated patient pictures and visual thinking learning. These were: exploration, intuition, theme, and logic and creation., Conclusions: The results suggest that visual thinking learning is a practical pedagogical approach to increasing learners' communication abilities, group cooperation, theoretical knowledge integration, and logical thinking. Neither educators nor learners required any artistic skills. Nonetheless, participants demonstrated creativity and innovation through continuous visual thinking learning., Competing Interests: Declaration of competing interest None., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Abstract Background One of the most principal key aims of nursing education is to promote nursing students' and nurses' critical thinking. Therefore, nursing education needs to develop an appropriate curriculum and use effective instructional strategies for critical thinking promotion. Flipped classroom is a teaching method which substitutes individual learning for group learning in a dynamic, interactive environment where the teacher guides students to understand and use concepts. Objectives The present study aimed to compare the effects of traditional lecture and flipped classroom on Iranian nursing students' critical thinking disposition. Methods This nonequivalent control group pretest-posttest quasi-experimental study was done in 2016 on 85 second-year bachelor's nursing students who had signed up for the Musculoskeletal Medical-Surgical Nursing theoretical training course. Because of their large number, students had been divided at the beginning of the first semester of their four-year program into two 42- and 43-student groups and attended separate theoretical training classes. These two classes were randomly allocated to either a traditional lecture or a flipped classroom group. The instructional strategies in these groups were the traditional lecture and the flipped class strategies, respectively. A demographic questionnaire and Ricketts' Critical Thinking Disposition Inventory were used for data collection. Results After the intervention, the mean scores of critical thinking disposition and its engagement domain in the flipped class group were significantly higher than the traditional lecture group (P < 0.0001). Conclusions This study shows the positive effects of flipped classroom on nursing students' critical thinking disposition. It is recommended that future studies assess the effects of flipped classroom on other nursing education outcomes. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is crucial for effective clinical practice but remains challenging to be implemented. The IPE activity using virtual simulation (VS) may potentially solve the time and space challenges of in-person interprofessional simulations. Using shared VS resources may increase the popularity of virtual teaching in conditions of limited resources. Using shared resources, this study aimed to design and implement a VS-based IPE activity for undergraduate healthcare students, exploring the effects. A quasi-experimental design was used, with assessments conducted before and after the activity. One university and its affiliated hospitals in south China. Forty-two undergraduate students majoring in nursing, clinical medicine, and rehabilitation therapy participated in this study. A test composed of ten questions was used to evaluate knowledge of rehabilitation. The Chinese version of Critical Thinking Disposition Inventory (CTDI-CV) and the Chinese version of Assessment of Interprofessional Team Collaboration in Student Learning Scale (AITCS-II (Student)-CV) were used to evaluate critical thinking and interprofessional collaboration. Participants' opinions about the activity were assessed, considering satisfaction, perceived effectiveness, the ease of shared VS platform use, and suggestions about the activity. Significant improvements were shown in pre- and post-test total scores on knowledge of rehabilitation, mean scores for overall critical thinking disposition, and mean item scores on overall interprofessional team collaboration. The study provides a reference for designing and implementing VS-based IPE but the effects of this innovative pedagogy on students' rehabilitation knowledge, critical thinking, and interprofessional collaboration ability still need to be further confirmed. Most of the students gave positive feedback on the activity. Technical issues should be addressed to decrease their impacts on the VS practice experience. • VS is a possible way to tackle the time and space challenges of IPE implementation. • Sharing teaching resources is a strategy to increase VS practice. • Students' critical thinking and interprofessional collaboration ability may benefit from the VS-based IPE activity. • Most of the students gave positive feedback on the VS-based IPE activity. • Technical issues should be addressed to decrease their impacts on the VS practice experience. [ABSTRACT FROM AUTHOR]

Background: The Critical Thinking Disposition Scale is a valid and reliable tool for assessing an individual's attitudes towards critical thinking. However, it is unclear if the scale can be used with Vietnamese nursing students., Objectives: This study aimed to translate the scale into Vietnamese and examine the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale (CTDS-V)., Settings: Data were collected from senior nursing students at four universities in southern Vietnam in October and December 2022., Participants: In total, 398 senior nursing students participated in this study., Methods: A cross-cultural adaptation of the CTDS-V was carried out with participants obtained through convenience sampling. Data were collected through an online survey. The study evaluated the validity of the CTDS-V by examining the content validity, concurrent validity, and construct validity, employing both Exploratory and Confirmatory Factor Analyses. The study also reported the internal consistency reliability using Cronbach's alpha and test-retest stability of the CTDS-V., Results: The CTDS-V had a good content validity index with a score of at least 0.85 for each item and an excellent overall content validity index of 0.96. Exploratory Factor Analysis identified two factors, critical openness, and reflective scepticism, with 11 items. Confirmatory Factor Analysis provided an acceptable fit model and supported the factor structure of the original scale. Cronbach's alpha coefficient of the scale was 0.88, and those of the two subscales were each 0.84. The test-retest stability of the CTDS-V was good with an intraclass correlation coefficient of 0.98 (95 % confidence interval = 0.96, 0.99)., Conclusions: This study indicated that the CTDS-V is a valid and reliable tool for assessing the critical thinking disposition of nursing students. The scale is short, rendering it feasible for regular use in education and research., Competing Interests: Declaration of competing interest The authors declare that there are no conflicts of interest., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Background: Clinical decision making is an essential cognitive skill in nursing. It is a process undertaken daily by nurses as they make judgements about patient care and manage complex issues as they arise. Virtual reality is an emerging technology that is increasingly being used pedagogically to teach non-technical skills including CDM, communication, situational awareness, stress management, leadership, and teamwork., Objective: The objective of this integrative review are to synthesise the research findings regarding the impact of virtual reality on clinical decision making in undergraduate nurses., Design: An integrative review using Whittemore and Knafl's framework for integrated reviews., Data Sources: An extensive search was conducted of healthcare databases including CINAHL, Medline and Web of Science between 2010 and 2021 using the terms virtual reality, clinical decision and undergraduate nursing., Review Methods: The initial search located 98 articles. After screening and checking for eligibility, 70 articles were critically reviewed. Eighteen studies were included in the review and were critically appraised using the Critical Appraisal Skills Program checklist for qualitative papers and McMaster's Critical appraisal form for quantitative papers., Results: Research in the use of VR has demonstrated its potential to improve undergraduate nurses' critical thinking, clinical reasoning, clinical judgement and clinical decision-making skills. Students perceive these teaching modalities to be beneficial to the development of their clinical decision-making ability. There is lack of research related to the use of immersive virtual reality in developing and enhancing undergraduate nursing students' clinical decision-making skills., Conclusion: Current research on the impact of virtual reality on the development of nursing CDM has demonstrated positive results. VR is one pedagogical approach that could further assist, however, there are no identified studies that focus on its impact in developing CDM, therefore further studies are required to address this gap in the literature., Competing Interests: Declaration of competing interest The authors have no conflict of interest., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Simulation-based learning is an educational method in community nursing to train the skills required to interact with a variety of patients in the community. This study examined the effects of simulation-based learning on home-visit nursing for older people with dementia by evaluating nursing students' communication skills, self-efficacy, and critical thinking propensity. This is a quasi-experimental study using a single-group pretest-posttest design. Participants were 69 fourth-year students of the Department of Nursing at a university in K city, South Korea. Data were collected from October 25 to November 10, 2021 at the beginning and after classes using a questionnaire on students' communication skills, self-efficacy, and critical thinking propensity. Data were analyzed using descriptive statistics, paired t -tests, and Pearson's correlation coefficients using SPSS WIN 26.0. Nursing students' communication skills, self-efficacy, and critical thinking propensity showed a significant improvement after education when compared with before teaching. There was a positive relationship between communication skills and self-efficacy, communication skills and critical thinking propensity, and self-efficacy and critical thinking propensity. This study confirmed that providing simulation education similar to that delivered in community nursing can improve nursing students' communication skills, self-efficacy, and critical thinking propensity. The results of this study can be used as primary data for efficiently conducting education using nursing visit simulations for dementia patients. • Simulation-based learning improved home-visit nursing skills for patients with dementia. • Students' communication, self-efficacy, and critical thinking propensity were improved. • A combination of teaching approaches will give the best learning outcomes in community nursing. [ABSTRACT FROM AUTHOR]

Background: The gaps between employers' expectations, theory and practice are the most prominent and universal issues in nursing education. New graduate nurses seem to be academically equipped but cannot integrate their knowledge into practice as they enter the clinical settings. Employers expressed limited critical thinking skills are a common problem among new graduate nurses., Objectives: To examine the efficacy of team-based learning (TBL) in developing problem-solving ability and critical thinking skills among nursing students and to identify the strategies used and obstacles to TBL in nursing education., Design: Systematic review (SR) of experimental and quasi-experimental studies., Database Sources: A thorough database search was done on 19 April 2022 with four electronic databases: Academic Search Premier, CINAHL Complete, ERIC, Medline/PubMed. Eligible studies from the 1990s to 2022 were selected according to the inclusion and exclusion criteria of this SR., Review Methods: The PRISMA 2020 guideline was applied in this SR. The JBI Critical Appraisal Checklists were used to evaluate the quality of the selected studies. Four reviewers participated in the review process to ensure rigour and credibility of the study., Result: The six studies reviewed included one randomised control trial, one crossover study, and four quasi-experimental studies. Two studies assessed the effectiveness of TBL in developing critical thinking skills and had shown in favour of TBL with statistically significant differences. Five studies evaluated the effectiveness of TBL in enhancing problem-solving ability. Three of five studies showed favour in TBL groups. The teaching strategies and obstacles in TBL use in nursing education were identified., Conclusion: TBL may be considered a potential active-learner-centred approach to develop critical and problem-solving skills in nursing education. Further research is needed to identify the optimal duration of implementing TBL to develop nursing students' critical thinking skills and problem-solving abilities., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Objective: To investigate the effectiveness of problem-based learning (PBL) in nursing students, including recently reported trials., Design: Meta-analysis was performed to obtain summary conclusions on the influence of PBL on nursing students' learning outcomes., Data Sources: Academic Search Complete, CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, and Web of Science were searched for relevant studies from the period between database inception and March 3, 2022., Review Methods: A random-effects model was used to generate pooled standardized mean differences (SMD) for critical thinking, problem-solving, and self-confidence. The heterogeneity of each variable in the pooled estimate was determined using a random-effects model., Results: Overall, PBL had a greater positive effect than traditional learning on critical thinking (SMD: 0.44; 95 % CI: 0.14-0.73), analysis (SMD: 0.72; 95 % CI: 0.84-1.25), and evaluation (SMD: 0.33; 95 % CI: 0.05-0.61). However, the impact of PBL on problem-solving and self-confidence need further investigation., Conclusions: PBL appears to improve nursing students' critical thinking skills, especially their ability to analyze and evaluate. The findings of this study may be used as evidence of PBL being a more effective method than traditional/conventional learning techniques for increasing students' critical thinking., Competing Interests: Declaration of competing interest No conflicts of interest to declare., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Background: Learning motivation is important for students to master professional knowledge. Teaching strategies play a role in promoting learning motivation and cultivating nursing students' critical thinking., Objectives: To apply the Attention, Relevance, Confidence, and Satisfaction (ARCS) model-based motivational teaching strategies in a community nursing course and evaluate the effects on learning motivation, critical thinking, and self-learning ability., Design: A mixed-methods study using a quasi-experimental design and descriptive qualitative analysis., Methods: Thirty-six third-year nursing students were divided into two groups. The experimental group was exposed to motivational teaching strategies based on the ARCS model in the 12-week community nursing course. The control group received traditional teaching. Students' critical thinking, self-learning ability and academic performance were quantitatively assessed, with t-tests performed to compare learning outcomes. Qualitative outcomes were evaluated through semi-structured interviews, analyzed by using thematic analysis., Results: Students in the experimental group demonstrated significantly greater critical thinking and higher test scores than those in the control group. The self-learning ability and learning motivation of the students exposed to ARCS were also strengthened, and students reported high levels of satisfaction with the motivational teaching strategies., Conclusions: Applying the ARCS model-based motivational teaching strategies in community nursing courses is feasible and associated with improved learning motivation and outcomes among Chinese nursing undergraduates., Competing Interests: Declaration of competing interest The authors declared that they had no known competing financial interests or personal relationships that had influence on the work in this paper., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Summary: Background: Life-long learning involves the development of skills in critical thinking (CT), effective group process (GP), and self-directedness (SDL). Recent studies have shown that small group learning with active interactions is effective in enabling students to develop themselves as independent learners beyond graduation. With a view to integrative learning, the purpose of this study was to evaluate life-long learning outcomes through the work of small group teaching and learning for a class of undergraduate nursing freshmen during one academic year. Methods: A mixed-methods approach was used to evaluate the CT, GP and SDL of 99 freshmen with a self-assessment questionnaire before and after their learning activities in three nursing courses, and to identify themes from a total of six focus group interviews with the students and teachers. Results: The CT, GP and SDL results obtained from self-assessment did not indicate significant differences. Four themes emerged from the qualitative analysis. Discussion: Many factors contributed to the results on life-long learning skill development of students in this study. The qualitative analysis provided good insights for future teaching and learning development. Conclusions: With a developmental perspective, life-long learning may be better developed and evaluated over a longer period of time in the nursing program. [Copyright &y& Elsevier]

Summary: This paper explores a way in which Heidegger''s later philosophy on meditative thinking can be used to support the development of emotional self awareness in pre registration nursing students. The development of art work supported the consideration of feelings in relation to particular incidents from practice. The students were afforded the opportunity to think ‘for thinking''s sake’ about their feelings around emotionally challenging situations. They were then more able to consider others'' feelings and think differently about the situations encountered. The students found the process beneficial although in an already packed curriculum, it may be difficult to afford the time and space needed to adopt more transformatory ways of learning. A more objective and focused delivery may be preferable to the nurse educator, but when exploring human emotion, consideration could be given to whether this is beneficial to the student. [Copyright &y& Elsevier]