Critical Thinking in Nursing Students

NCT02623530 | Completed DMC

• 2 other identifiers: 1.274.73545536215.9.0000.5392
• Study Type: interventional
• Target: 102
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Thinking

Keywords

Nursing; Nursing education research; Critical thinking; Decision Making

Outcome Measures

Primary Outcomes (2)

• California Critical Thinking Skills Test (CCTST)

  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.

  one year

• California Critical Thinking Dispositions Inventory (CCTID)

  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.

  one year

Secondary Outcomes (1)

• Evaluation of educational intervention

  one year

Study Arms (2)

Control group

ACTIVE COMPARATOR

Control group: to implement educational intervention focusing on first aid for developing critical thinking (CT) skills and disposition, through the Problem Based Learning (PBL), not based on the Active Learning Model for Critical Thinking (MEAPC).

Other: Educational intervention

Experimental group

EXPERIMENTAL

Experimental group: to implement educational intervention focusing on first aid for developing critical thinking (CT) skills and disposition, through the Problem Based Learning (PBL), based on the Active Learning Model for Critical Thinking (MEAPC).

Other: Educational intervention

Interventions

Educational intervention OTHER

Control Group: An educational intervention focusing on first aid for the development of skills and dispositions of critical thinking. For this group will be taught the contents of first aid through the Methodology of PBL without the support MEAPC. Experimental Group: An educational intervention focusing on first aid for the development of skills and dispositions of critical thinking. For this group will be taught the contents of first aid through Methodology PBL, supported by the MEAPC.

Control group; Experimental group

Eligibility Criteria

• Age: 17 Years - 50 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64)

You may qualify if:

• 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.

You may not qualify if:

• 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.

Sponsors & Collaborators

• University of Sao Paulo: lead

Study Sites (1)

Universidade Federal de Viçosa

Viçosa, Minas Gerais, 36036-900, Brazil

Location

MeSH Terms

Interventions

Early Intervention, Educational

Intervention Hierarchy (Ancestors)

Child Health Services; Community Health Services; Health Services; Health Care Facilities Workforce and Services; Preventive Health Services

Study Officials

• Vilanice F Püschel, Phd

  University of Sao Paulo

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Phd student

Study Record Dates

• First Submitted: December 1, 2015
• First Posted: December 7, 2015
• Study Start: October 1, 2015
• Primary Completion: October 1, 2015
• Study Completion: November 1, 2015
• Last Updated: December 8, 2015

Record last verified: 2015-12

Locations

BR (1)