ความสามารถในการคิดของนักศึกษาพยาบาล: การทบทวนวรรณกรรมอย่างเป็นระบบ

Paveenapat  Nithitantiwat; Jeamjai  Srichairattanakull; Monpanee  Khamwong

Authors

Paveenapat Nithitantiwat Boromarajonani College of Nursing Bangkok, Faculty of Nursing
Jeamjai Srichairattanakull Boromarajonani College of Nursing Bangkok, Faculty of Nursing
Monpanee Khamwong Boromarajonani College of Nursing Bangkok, Faculty of Nursing

Keywords:

thinking ability, systematic review, nursing student

Abstract

Introduction: Nursing students need to be able to think to develop physical, mental, and intellectual skills for their practice quality including creative thinking, critical thinking, systematic thinking, and analytical thinking.

Research objectives: To synthesize knowledge regarding thinking ability of Thai nursing students and to synthesize methods to promote thinking ability of nursing students.

Methods: This systematic review concerning thinking ability of nursing students was conducted to identify gap in the literature. Experimental studies, quasi-experimental studies, and research and development were included in a review. A comprehensive search of five databases (Clinical-key, Google scholar, ThaiLIS, Thai journal online (ThaiJO), and Thailand journal citation index center [TCI]) were conducted. The PRISMA guideline was used throughout the review process. The JBI was employed as a framework. The instruments were a research screening form, a critical appraisal form, and a data extraction form. Studies published from 2009 to 2019 were included to the review by researchers. Descriptive statistics and content analysis were performed to analyze data.

Findings: Result showed that 11 studies reached the standard criteria. Regarding the thinking abilities of nursing students, there were four models, including critical thinking, analytical thinking, creative thinking, and systematic thinking. Also, methods to promote critical thinking were: problem-based learning (PBL), and self-regulated learning. Method to promote analytical thinking was using questions to prompt reflective thinking. Methods to promote creative thinking were learning by using experience, and case-based learning. Methods to promote systematic thinking were case-based learning, and PBL.

Conclusion: Instructional models or learning activities which promote various types of thinking could be used to improve teaching and learning.

Recommendations: Instructors would be able to use these teaching methods both in classroom and practice in addition to thinking measurement and thinking encouragement of nursing students each year for better graduate’s quality.

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