Journal of Educational Evaluation for Health Professions

Research article

The effect of simulation-based training on problem-solving skills, critical thinking skills, and self-efficacy among nursing students in Vietnam: a before-and-after study: Tran Thi Hoang Oanh, Luu Thi Thuy, Ngo Thi Thu Huyen; J Educ Eval Health Prof. 2024;21:24. Published online September 23, 2024; DOI: https://doi.org/10.3352/jeehp.2024.21.24

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Purpose
This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy.
Methods
A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05.
Results
The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025.
Conclusion
The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

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Suyitno Suyitno, Muhammad Nurtanto, Dwi Jatmoko, Yuli Widiyono, Riawan Yudi Purwoko, Fuad Abdillah, Setuju Setuju, Yudan Hermawan
European Journal of Educational Research.2025; 14(1): 309. CrossRef
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Progress in Computers and Learning .2025; 2(1): 29. CrossRef

Review

Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review: Yongmi Lee, Younjae Oh; J Educ Eval Health Prof. 2020;17:26. Published online September 7, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.26

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Abstract PDF Supplementary Material

The purpose of this study was to obtain a more comprehensive understanding of critical thinking within the clinical nursing context. In this review, we addressed the following specific research questions: what are the levels of critical thinking among clinical nurses?; what are the antecedents of critical thinking?; and what are the consequences of critical thinking? A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013. The levels of critical thinking among clinical nurses were moderate or high. Regarding the antecedents of critical thinking, the influence of sociodemographic variables on critical thinking was inconsistent, with the exception that levels of critical thinking differed according to years of work experience. Finally, little research has been conducted on the consequences of critical thinking and related factors. The above findings highlight the levels, antecedents, and consequences of critical thinking among clinical nurses in various settings. Considering the significant association between years of work experience and critical thinking capability, it may be effective for organizations to deliver tailored education programs on critical thinking for nurses according to their years of work experience.

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Psychometric properties of the nursing critical thinking in clinical practice questionnaire in clinical nurse educators
Llúcia Benito-Aracil, Inmaculada Bonilla-Aguilar, Sergio Alonso-Fernández, Esperanza Zuriguel-Pérez, Anna Falcó-Pegueroles, Pilar Delgado-Hito, Marta Romero-García, Maria-Antonia Martinez-Momblan
Scientific Reports.2025;[Epub] CrossRef
Effects of Critical Thinking Disposition, Clinical Judgement, and Nurse–Physician Collaboration on Triage Competency Among Triage Nurses
Ji-Won Song, Hyung-Ran Park
Healthcare.2025; 13(4): 405. CrossRef
Relationship among core competency, self-efficacy and transition shock in Chinese newly graduated nurses: a cross-sectional study
Yahui Tong, Ting Wang, Shuping Tong, Zhaofang Tang, Lifen Mao, Lan Xu, Xiaoqing Shi
BMJ Open.2024; 14(4): e082865. CrossRef
Critical thinking level in nursing degree students according to sociodemographic and academic variables: A correlational study
Luis Basco-Prado, Ainoa Biurrun-Garrido, Esperanza Zuriguel-Pérez, Juan Roldán-Merino, Olga Mestres-Soler
Nurse Education in Practice.2024; 78: 103955. CrossRef
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European Journal of Education.2024;[Epub] CrossRef
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Nur Hidayah Zainal, Kamarul Imran Musa, Nur Syahmina Rasudin, Zakira Mamat
Healthcare.2023; 11(8): 1169. CrossRef
The relationship between critical thinking and job performance among nurses: A descriptive survey study
Nimet Ateş, Nurgül Erdal, Arzu Kader Harmancı Seren
International Journal of Nursing Practice.2023;[Epub] CrossRef
The effect of modified observation-teaching-discussion pedagogy combined with microteaching on the critical thinking ability of nursing interns in China: a quasi-experimental study
Sheng-Mei Wu, Yan-Yuan Lei, Qing Miao, Jia-Qin Wang, Yu-Feng Tian, Zu-Yang Xi
Frontiers in Education.2023;[Epub] CrossRef
Critical thinking among clinical nurses and related factors: A survey study in public hospitals
Eylül Urhan, Esperanza Zuriguel‐Perez, Arzu Kader Harmancı Seren
Journal of Clinical Nursing.2022; 31(21-22): 3155. CrossRef
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Yunmi Kim, Younjae Oh, Eunhee Lee, Shin-Jeong Kim
International Journal of Environmental Research and Public Health.2022; 19(2): 661. CrossRef
Development and validation of a script concordance test to assess biosciences clinical reasoning skills: A cross-sectional study of 1st year undergraduate nursing students
Catherine Redmond, Aiden Jayanth, Sarah Beresford, Lorraine Carroll, Amy N.B. Johnston
Nurse Education Today.2022; 119: 105615. CrossRef
The nursing critical thinking in clinical practice questionnaire for nursing students: A psychometric evaluation study
Esperanza Zuriguel-Pérez, María-Teresa Lluch-Canut, Montserrat Puig-Llobet, Luis Basco-Prado, Adrià Almazor-Sirvent, Ainoa Biurrun-Garrido, Mariela Patricia Aguayo-González, Olga Mestres-Soler, Juan Roldán-Merino
Nurse Education in Practice.2022; 65: 103498. CrossRef
Transition shock, preceptor support and nursing competency among newly graduated registered nurses: A cross-sectional study
Feifei Chen, Yuan Liu, Xiaomin Wang, Hong Dong
Nurse Education Today.2021; 102: 104891. CrossRef

Research article

Mismatch between the proposed ability concepts of the Graduate Record Examination and the critical thinking skills of physical therapy applicants suggested by an expert panel in the United States: Emily Shannon Hughes; J Educ Eval Health Prof. 2019;16:24. Published online August 27, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.24

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191 Download
2 Web of Science
2 Crossref

Abstract PDF Supplementary Material

Purpose
The Graduate Record Examination (GRE) is a general examination predictive of success in US-based graduate programs. Used to assess students’ written, mathematical, and critical thinking (CT) skills, the GRE is utilized for admission to approximately 85% of US physical therapist education (PTE) programs. The purpose of this study was to assess whether the CT skills measured by the GRE match those deemed by an expert panel as the most important to assess for PTE program acceptance.
Methods
Using a modified E-Delphi approach, a 3-phase survey was distributed over 8 weeks to a panel consisting of licensed US physical therapists with expertise on CT and PTE program directors. The CT skills isolated by the expert panel, based on Facione’s Delphi report, were compared to the CT skills assessed by the GRE.
Results
The CT skills supported by the Delphi report and chosen by the expert panel for assessment prior to acceptance into US PTE programs included clarifying meaning, categorization, and analyzing arguments. Only clarifying meaning matched the CT skills from the GRE.
Conclusion
The GRE is a test for general admission to graduate programs, lacking context related to healthcare or physical therapy. The current study fails to support the GRE as an assessment tool of CT for admission to PTE programs. A context-based admission test evaluating the CT skills identified in this study should be developed for use in the admission process to predict which students will complete US PTE programs and pass the licensure exam.

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Diversifying the Physical Therapist Workforce Through Holistic Hiring, Admissions, and Retention Processes
Nipaporn Somyoo, Kimberly Varnado, Eder A Garavito, Janet Kneiss
Physical Therapy.2024;[Epub] CrossRef
Correlation between physician assistant students’ performance score of history taking and physical exam documentation and scores of Graduate Record Examination, clinical year grade point average, and score of Physician Assistant National Certifying Exam i
Sara Lolar, Jamie McQueen, Sara Maher
Journal of Educational Evaluation for Health Professions.2020; 17: 16. CrossRef

Review Article

Critical Thinking and the Standards of Nursing Education: Yang Heui Ahn; J Educ Eval Health Prof. 2004;1(1):99-106. Published online January 31, 2004; DOI: https://doi.org/10.3352/jeehp.2004.1.1.99

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305 Download
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Abstract PDF

Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1) nursing programs must define critical thinking operationally in relation to their curricula; 2)nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3) nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

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