Abstract
BackgroundCritical thinking is an essential set of skills in nursing education, and nursing education therefore needs a sharper focus on effective ways to support the development of these skills, especially through the implementation of technological tools in nursing education.ObjectiveThe aim of this study protocol is to assess the feasibility of a technology-supported guidance model grounded in the metacognition theory for nursing students in clinical practice.MethodsBoth quantitative (research questionnaires) and qualitative (focus group interviews) approaches will be used to collect data for a feasibility study with an exploratory, flexible mixed methods design to test a newly developed intervention in clinical practice.ResultsThe intervention development was completed in December 2020. The intervention will be tested in 3 independent nursing homes in Norway.ConclusionsBy determining the feasibility of a technology-supported guidance model for nursing students in clinical practice, the results will provide information on the acceptability of the intervention and the suitability of the outcome measures and data collection strategy. They will also identify the causes of dropout and obstacles to retention and adherence.International Registered Report Identifier (IRRID)DERR1-10.2196/31646
Highlights
Critical thinking is an important outcome of nursing education [1], and clinical practice is essential for its development [2]
The introduction of technological tools in nursing education has opened new possibilities for addressing these challenges and improving outcomes related to critical thinking [9], but only a few studies have examined the effectiveness of technological tools in supporting the development of critical thinking skills in nursing students
Mettiäinen et al [11] found that nursing students had positive attitudes toward the use of technological tools during their guidance in clinical practice, and she concluded that such apps are a viable option for the guidance of nursing students in clinical practice
Summary
Background Critical thinking is an important outcome of nursing education [1], and clinical practice is essential for its development [2]. Nurse preceptors may lack the resources, experience, and training in guiding nursing students [5,6,7] These challenges in guiding nursing students in clinical practice may negatively influence their development of critical thinking [8]. The introduction of technological tools in nursing education has opened new possibilities for addressing these challenges and improving outcomes related to critical thinking [9], but only a few studies have examined the effectiveness of technological tools in supporting the development of critical thinking skills in nursing students. Critical thinking is an essential set of skills in nursing education, and nursing education needs a sharper focus on effective ways to support the development of these skills, especially through the implementation of technological tools in nursing education
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