Enhancing critical thinking through simulation problem based learning in nursing education

Abstract

Objectives: Nursing practice and education discourse it should identify a replacement a need to stimulate and simulate critical thinking. The aim of this study was to think about the pedagogical effectiveness for promoting critical thinking of nursing students. Methods/Statistical Analysis: We review the literature regarding the simulation training, problembased learning, clinical practice experience to enhancing the critical thinking in nursing education and discuss the future direction of nursing education to promoting critical thinking. Findings: When compared with other types of instruction and teaching strategies, simulation is associated with positive outcomes. Given continuing beliefs in the centrality of critical thinking behavior to nursing practice, learning experiences must be structured in ways that elicit and make it explicit. Clinical learning experience during undergraduate programs and uses of Problem Based Learning claim to facilitate development of skills such as critical thinking. Changing contexts of education and practice in nursing require exploration of the potential of simulation to provide alternative and complementary learning to clinical placement. Applications/Improvements: Faculty Staffdevelopment was engaged in nursing education focused on integrating and assessing elements of PBL, critical thinking and simulation through a model of Simulation PBL may address limitations of clinical placement and develop and refine clinical judgment acumen.