Bf. Angel et al., An evidence-based project for evaluating strategies to improve knowledge acquisition and critical-thinking performance in nursing students, J NURS EDUC, 39(5), 2000, pp. 219-228
This longitudinal, quasi-experimental study with 142 junior nursing student
s focused on measurement of learning outcomes in two areas: acquisition of
knowledge and development of critical thinking skills. The variation in cli
nical teaching strategy (structured versus unstructured health pattern asse
ssment) was the independent variable. Results indicated significant gains i
n both knowledge and critical thinking performance from the beginning to th
e end of the semester. The significant gains in critical thinking performan
ce provides support to the assertion that domain-specific measures of criti
cal thinking are needed in nursing education. Additionally our results sugg
ested that it was the interaction between learning strategy and the charact
eristics of the learner that was more significant in determining knowledge
improvement than the particular strategy. As a result of this sudy, it is r
ecommended that faculty develop and use an evidence-based model to support
their decision making regarding teaching methodologies. This seems especial
ly relevant for large, introductory clinical courses that use team teaching
to achieve educational goals related to improvement in critical thinking o
r knowledge.