The Effects of Using Simulation-Based Learning Combined with Concept Mapping and Reflective Thinking on Critical Thinking Skills of Nursing Students, Princess of Naradhiwas University

Abstract

This one-group pretest-posttest quasi-experimental research aimed to: 1) study the levels of critical thinking skills among nursing students, 2) measure the effects of a using simulation-based learning program, combined with concept mapping and reflective thinking, on the level of critical thinking skills among students, and 3) evaluate nursing students' perceptions on the new learning program. Participants were 80 fourth-year nursing students who were registered in Practicum of Maternal and Newborn Nursing and Midwifery II class. Data collection tools were a demographic data form, the critical thinking assessment form, and focus groups. Cronbach's alpha coefficient was at the .81 level, while content validity index was equal to 1.00. Data were analyzed by using descriptive statistics, paired t-test, and content analysis. The research results were as follows.

1. Nursing students had pretest and posttest of overall mean score on the critical thinking skills at a good or excellent level (M= 108.81, SD= 10.48; M = 147.81, SD= 13.90, respectively).

2. After using the simulation-based learning program, nursing students had a better overall mean score for critical thinking skills than before, at p< .001.

3. Nursing students’ perceptions on using the new program were: 1) increasing nursing students’ confidence when performing nursing care at the hospital 2) taking more preparation time prior to attending class, 3) learning how to work as a team, and 4) having difficulties to understand the patients’ mind.

Therefore, this simulation-based learning program that combined with concept mapping and reflective thinking can be used to promote the preparation of nursing students before their practicum at the hospital.