Critical Thinking: Contextualizing Activities for Critical Thinking (ACT’s) in Simulation and the Classroom (1090-003779) (Developmental Research Projects: Sim Methods and Learning Theory (By Invitation Only))
Start time: Tuesday, February 2, 2021, 4:00 PM End time: Tuesday, February 2, 2021, 5:00 PM Session Type: Research Study Development and Presentation Program Abstracts
The National Council of State Boards of Nursing (NCSBN) has identified a need to improve a student’s ability to critically think (Ward, 2016). Critical thinking, engagement and the ability to apply knowledge learned in the classroom and simulation is correlated to improve patient safety and outcomes (Culyer et al, 2018). Innovation and new strategies are needed to heighten and enhance a concept-based curriculum to proactively prepare students for this identified board requirements and practice transition. Effective methods of teaching in Leadership and Maternal/Newborn concepts have been used to improve a student’s ability to make evidence-based, patient care decisions. Utilization of Activities for Critical Thinking (ACT’s) enhance nursing student critical thinking and judgement, preparing the student for state boards and transitioning them into the workplace.
A quality improvement process in the Leadership and Families Courses in a traditional prelicensure baccalaureate nursing program used a combination of active-learning strategies in the classroom setting and during high-fidelity simulation (HFS). The creation of ACT’s stemmed from merging concepts found on the NCLEX test plan and the nursing educator bedside experience. In Families, a HFS was created to enhance student learning and retention of Maternal/Newborn and Pediatric disease process. Leadership concepts of prioritization, delegation, and inter-professional collaboration were fused into the HFS. Students were asked to care for patients and apply care concepts correlated with leadership concepts. For example, students were asked to care for two acute care situations (acute kidney injury with hypertension and diabetes with ketoacidosis). During the simulation, the students prioritized and delegated and these concepts were highlighted and discussed in debrief.
Activities for Critical Thinking (ACT’s) supplement and enrich a concept-based curriculum, resulting in improved clinical judgement and reasoning. These activities guide the learner to reflect and debrief formally and informally on experiences, enhancing future patient encounters and care. Successful utilization of ACT’s are dependent on student engagement, faculty specialty and background, and in part to student interest in pediatrics and/or nursing leadership. ACT's can enrich focused assessment skills, identify areas of prioritization within a plan of care and nursing interventions, and yield student reflection on decision based outcomes. As the student nurse transitions into the graduate nurse, internal reflection and debriefing will continue to sharpen a lifetime learner.