Ignite Creation Date:
2024-05-06 @ 7:53 AM
Last Modification Date:
2024-10-26 @ 11:53 AM
Study NCT ID:
NCT02623530
Status:
COMPLETED
Last Update Posted:
2015-12-08
First Post:
2015-12-01
Brief Title:
Critical Thinking in Nursing Students
Sponsor:
University of Sao Paulo
Organization:
University of Sao Paulo
Study Overview
Official Title:
The Teaching of Critical Thinking for Nursing Students A Randomized Controlled Pilot Study
Status:
COMPLETED
Status Verified Date:
2015-12
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
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
Detailed Description:
In Brazil there are few studies produced about Critical Thinking CT and the field of Brazilian nursing are unknown type of intervention research to assess provisions initially measure and skills development PC skills Thus the research question to be answered is Students undergo an educational intervention focused on first aid care based on the Problem Based Learning PBL and guided by Active Teaching Model for Critical Thinking MEAPC have better results for PC skills and provisions compared to students learning the same content from PBL without MEAPC
STUDY OBJECTIVES
General Purpose
Create implement and evaluate an educational intervention for nursing students focusing on first aid to develop skills and PC provisions based on Problem Based Learning PBL and guided by Active Teaching Model for Critical Thinking MEAPC
Specific Objectives
Create an educational intervention focusing on first aid to develop skills and PC provisions through the PBL guided by MEAPC experimental group and with PBL and without MEAPC control group
Apply the educational intervention focusing on first aid for the development of skills and PC provisions through the PBL guided by MEAPC experimental group and the PBL and without MEAPC control group
Evaluate the experimental group and control before and immediately after the intervention PC skills and dispositions respectively through the test California Critical Thinking Disposition Inventory CCTDI and California Critical Thinking Skills Test CCTST
Compare possible differences between the two groups of students experiment and control in relation to age and sex
Evaluate the effectiveness of MEAPC associated with PBL comparing the performance of the experimental group and control
Assess the educational intervention through knowledge of students using tests ten true and false statements T or F test applied before and immediately after the intervention
STUDY ASSUMPTIONS
This study will be developed based on five assumptions explained below
Students who participate in the educational intervention focused on first aid care based on the PBL-driven MEAPC will get better results in the test California Critical Thinking Dispositions Inventory CCTID and test California Critical Thinking Skills Test CCTST which students attending the educational intervention aimed at answering first aid based on the PBL but not being guided by MEAPC
Older students 22 and older will get better results in the tests California Critical Thinking Dispositions Inventory CCTID and California Critical Thinking Skills Test CCTST than younger students under 22 years in the experiment and control groups
There will be no significant differences regarding gender in relation to tests California Critical Thinking Dispositions Inventory CCTID and California Critical Thinking Skills Test CCTST compared the experimental and control groups
The evaluation of educational intervention through knowledge of students using true and false statements test V or F applied before and immediately after the intervention developed quantitative improvement in results
STUDY OBJECTIVES
General Purpose
Create implement and evaluate an educational intervention for nursing students focusing on first aid to develop skills and PC provisions based on Problem Based Learning PBL and guided by Active Teaching Model for Critical Thinking MEAPC
Specific Objectives
Create an educational intervention focusing on first aid to develop skills and PC provisions through the PBL guided by MEAPC experimental group and with PBL and without MEAPC control group
Apply the educational intervention focusing on first aid for the development of skills and PC provisions through the PBL guided by MEAPC experimental group and the PBL and without MEAPC control group
Evaluate the experimental group and control before and immediately after the intervention PC skills and dispositions respectively through the test California Critical Thinking Disposition Inventory CCTDI and California Critical Thinking Skills Test CCTST
Compare possible differences between the two groups of students experiment and control in relation to age and sex
Evaluate the effectiveness of MEAPC associated with PBL comparing the performance of the experimental group and control
Assess the educational intervention through knowledge of students using tests ten true and false statements T or F test applied before and immediately after the intervention
STUDY ASSUMPTIONS
This study will be developed based on five assumptions explained below
Students who participate in the educational intervention focused on first aid care based on the PBL-driven MEAPC will get better results in the test California Critical Thinking Dispositions Inventory CCTID and test California Critical Thinking Skills Test CCTST which students attending the educational intervention aimed at answering first aid based on the PBL but not being guided by MEAPC
Older students 22 and older will get better results in the tests California Critical Thinking Dispositions Inventory CCTID and California Critical Thinking Skills Test CCTST than younger students under 22 years in the experiment and control groups
There will be no significant differences regarding gender in relation to tests California Critical Thinking Dispositions Inventory CCTID and California Critical Thinking Skills Test CCTST compared the experimental and control groups
The evaluation of educational intervention through knowledge of students using true and false statements test V or F applied before and immediately after the intervention developed quantitative improvement in results
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None
Secondary IDs
| Secondary ID | Type | Domain | Link |
|---|---|---|---|
| 45536215900005392 | OTHER | USaoPaulo | None |