Abstract
BackgroundCritical thinking is an essential skill that nursing students need to develop. Technological tools have opened new avenues for technology-supported guidance models, but the challenges and facilitators of such guidance models, as well as how they stimulate the development of critical thinking, remain unclear.ObjectiveWe developed a protocol for a mixed methods systematic review to investigate the use of technology-supported guidance models that stimulate the development of critical thinking in nursing education clinical practice.MethodsA convergent integrated design following the Joanna Briggs Institute Manual for Evidence Synthesis will be employed. A pair of authors will select the articles by screening titles and abstracts, and the methodological quality of the articles included in the review will be assessed by a pair of authors according to checklists for specific study designs. The data will be extracted using the standardized Joanna Briggs Institute mixed methods data extraction form and following a convergent integrated approach. The thematic synthesis for data transformation will be used.ResultsDevelopment of a comprehensive systematic search strategy was completed in October 2020. The database searches were performed on October 21, 2020. As of January 2021, analysis and synthesis is ongoing. Completion of this review is expected by January 2021.ConclusionsBy combining evidence from studies with varied methodological approaches, the results should provide broad insight into the use of technology-supported guidance models for clinical practice in nursing education with a focus on the development of nursing students’ critical thinking. The results of this mixed methods systematic review can also be used to develop or improve current technology-supported guidance models for clinical practice in nursing education.International Registered Report Identifier (IRRID)PRR1-10.2196/25126
Highlights
BackgroundCritical thinking is an essential element of the skill set of all health professionals as it enables them to address complex problems and make informed evidence-based decisions [1,2].This is especially true in the nursing profession as nurses provide complex, prolonged care to a diverse group of patients [3]
The results should clarify the feasibility and reliability of the technological guidance models used in clinical nursing education
JMIR Res Protoc 2021 | vol 10 | iss. 1 | e25126 | p. 5. In this mixed methods systematic review, we will discuss the contribution of technology to guidance models that are employed in nursing education clinical practice settings, focusing on the stimulation and development of critical thinking among nursing students
Summary
Objective: We developed a protocol for a mixed methods systematic review to investigate the use of technology-supported guidance models that stimulate the development of critical thinking in nursing education clinical practice. Conclusions: By combining evidence from studies with varied methodological approaches, the results should provide broad insight into the use of technology-supported guidance models for clinical practice in nursing education with a focus on the development of nursing students’ critical thinking. The results of this mixed methods systematic review can be used to develop or improve current technology-supported guidance models for clinical practice in nursing education.
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