PMID- 35671078
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20220716
IS  - 2562-7600 (Electronic)
IS  - 2562-7600 (Linking)
VI  - 5
IP  - 1
DP  - 2022 Jun 7
TI  - Technology-Supported Guidance Models Stimulating the Development of Critical 
      Thinking in Clinical Practice: Mixed Methods Systematic Review.
PG  - e37380
LID - 10.2196/37380 [doi]
LID - e37380
AB  - BACKGROUND: Nursing education has increasingly focused on critical thinking among 
      nursing students, as critical thinking is a desired outcome of nursing education. 
      Particular attention is given to the potential of technological tools in guiding 
      nursing students to stimulate the development of critical thinking; however, the 
      general landscape, facilitators, and challenges of these guidance models remain 
      unexplored, and no previous mixed methods systematic review on the subject has 
      been identified. OBJECTIVE: This study aims to synthesize existing evidence on 
      technology-supported guidance models used in nursing education to stimulate the 
      development of critical thinking in nursing students in clinical practice. 
      METHODS: This mixed methods systematic review adopted a convergent, integrated 
      design to facilitate thematic synthesis. This study followed the guidelines of 
      the Joanna Briggs Institute Manual for Evidence Synthesis. RESULTS: We identified 
      3 analytical themes: learning processes implemented to stimulate critical 
      thinking, organization of the learning process to stimulate critical thinking, 
      and factors influencing the perception of the learning process. We also 
      identified 4 guidance models, all based on facilitator or preceptorship models 
      using tailored instructional or learning strategies and one or several 
      technological tools that were either generic or custom-made for specific 
      outcomes. The main facilitators of these technology-supported guidance models 
      were nurse educators or nurse preceptors, and the main challenges in using 
      technology-supported guidance models were the stress associated with technical 
      difficulties or increased cognitive load. CONCLUSIONS: Although we were able to 
      identify 4 technology-supported guidance models, our results indicate a research 
      gap regarding the use of these models in nursing education, with the specific aim 
      of stimulating the development of critical thinking. Both nurse preceptors and 
      nurse educators play a crucial role in the development of critical thinking among 
      nursing students, and technology is essential for such development. However, 
      technology-supported guidance models should be supervised to mitigate the 
      associated stress. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): 
      RR2-10.2196/25126.
CI  - (c)Jaroslav Zlamal, Edith Roth Gjevjon, Mariann Fossum, Marianne Trygg Solberg, 
      Simen A Steindal, Camilla Strandell-Laine, Marie Hamilton Larsen, Andrea 
      Aparecida Goncalves Nes. Originally published in JMIR Nursing 
      (https://nursing.jmir.org), 07.06.2022.
FAU - Zlamal, Jaroslav
AU  - Zlamal J
AUID- ORCID: 0000-0002-7083-3433
AD  - Department of Bachelor Education in Nursing, Lovisenberg Diaconal University 
      College, Oslo, Norway.
FAU - Roth Gjevjon, Edith
AU  - Roth Gjevjon E
AUID- ORCID: 0000-0002-9656-522X
AD  - Department of Bachelor Education in Nursing, Lovisenberg Diaconal University 
      College, Oslo, Norway.
FAU - Fossum, Mariann
AU  - Fossum M
AUID- ORCID: 0000-0003-4162-4277
AD  - Department of Health and Nursing Sciences, University of Agder, Kristiansand, 
      Norway.
FAU - Trygg Solberg, Marianne
AU  - Trygg Solberg M
AUID- ORCID: 0000-0002-2828-0759
AD  - Department of Postgraduate Studies, Lovisenberg Diaconal University College, 
      Oslo, Norway.
FAU - Steindal, Simen A
AU  - Steindal SA
AUID- ORCID: 0000-0002-7676-8900
AD  - Department of Postgraduate Studies, Lovisenberg Diaconal University College, 
      Oslo, Norway.
AD  - Faculty of Health Studies, VID Specialized University, Oslo, Norway.
FAU - Strandell-Laine, Camilla
AU  - Strandell-Laine C
AUID- ORCID: 0000-0002-8023-1428
AD  - Department of Bachelor Education in Nursing, Lovisenberg Diaconal University 
      College, Oslo, Norway.
AD  - Faculty of Health and Welfare, Novia University of Applied Sciences, Abo, 
      Finland.
FAU - Hamilton Larsen, Marie
AU  - Hamilton Larsen M
AUID- ORCID: 0000-0001-9113-1062
AD  - Department of Postgraduate Studies, Lovisenberg Diaconal University College, 
      Oslo, Norway.
FAU - Nes, Andrea Aparecida Goncalves
AU  - Nes AAG
AUID- ORCID: 0000-0003-0684-1401
AD  - Department of Bachelor Education in Nursing, Lovisenberg Diaconal University 
      College, Oslo, Norway.
LA  - eng
PT  - Journal Article
PT  - Review
DEP - 20220607
PL  - Canada
TA  - JMIR Nurs
JT  - JMIR nursing
JID - 101771299
PMC - PMC9214617
OTO - NOTNLM
OT  - clinical practice
OT  - critical thinking
OT  - guidance models
OT  - nursing education
OT  - technology
COIS- Conflicts of Interest: None declared.
EDAT- 2022/06/08 06:00
MHDA- 2022/06/08 06:01
PMCR- 2022/06/07
CRDT- 2022/06/07 11:53
PHST- 2022/02/17 00:00 [received]
PHST- 2022/04/07 00:00 [accepted]
PHST- 2022/04/07 00:00 [revised]
PHST- 2022/06/07 11:53 [entrez]
PHST- 2022/06/08 06:00 [pubmed]
PHST- 2022/06/08 06:01 [medline]
PHST- 2022/06/07 00:00 [pmc-release]
AID - v5i1e37380 [pii]
AID - 10.2196/37380 [doi]
PST - epublish
SO  - JMIR Nurs. 2022 Jun 7;5(1):e37380. doi: 10.2196/37380.