Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14279/8503
DC FieldValueLanguage
dc.contributor.authorAndreou, Christos-
dc.contributor.authorPapastavrou, Evridiki-
dc.contributor.authorMerkouris, Anastasios-
dc.date.accessioned2016-05-17T10:33:41Z-
dc.date.available2016-05-17T10:33:41Z-
dc.date.issued2014-03-
dc.identifier.citationNurse Education Today, 2014, vol. 34, no. 3, pp. 362-371en_US
dc.identifier.issn15322793-
dc.identifier.urihttps://hdl.handle.net/20.500.14279/8503-
dc.description.abstractSummary Background Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts “learning styles” and “critical thinking” have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. Objectives To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Design Systematic review. Data Sources Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Methods Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Results Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles–critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Conclusions Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies identical learning styles were found to be positively or negatively related to critical thinking. However comparative findings across studies revealed that all learning styles might be positive determinants toward critical thinking evolution, suggesting that there is a relationship between learning styles and critical thinking. Certain links between learning styles and critical thinking were supported in given settings and given nursing student populations. Further field exploration is required.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.relation.ispartofNurse Education Todayen_US
dc.rights© Elsevieren_US
dc.subjectLearning stylesen_US
dc.subjectCritical thinkingen_US
dc.subjectNursing educationen_US
dc.subjectBaccalaureate nursing studentsen_US
dc.titleLearning styles and critical thinking relationship in baccalaureate nursing education: a systematic reviewen_US
dc.typeArticleen_US
dc.linkhttp://www.sciencedirect.com/science/article/pii/S0260691713002049en_US
dc.collaborationCyprus University of Technologyen_US
dc.subject.categoryHealth Sciencesen_US
dc.journalsSubscriptionen_US
dc.countryCyprusen_US
dc.subject.fieldMedical and Health Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doihttp://dx.doi.org/10.1016/j.nedt.2013.06.004en_US
dc.dept.handle123456789/118en
dc.relation.issue3en_US
dc.relation.volume34en_US
cut.common.academicyear2020-2021en_US
dc.identifier.spage362en_US
dc.identifier.epage371en_US
item.grantfulltextnone-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.openairetypearticle-
item.fulltextNo Fulltext-
crisitem.journal.journalissn0260-6917-
crisitem.journal.publisherElsevier-
crisitem.author.deptDepartment of Nursing-
crisitem.author.deptDepartment of Nursing-
crisitem.author.deptDepartment of Nursing-
crisitem.author.facultyFaculty of Health Sciences-
crisitem.author.facultyFaculty of Health Sciences-
crisitem.author.facultyFaculty of Health Sciences-
crisitem.author.orcid0000-0002-5056-0220-
crisitem.author.orcid0000-0001-5128-3651-
crisitem.author.orcid0000-0002-8515-007X-
crisitem.author.parentorgFaculty of Health Sciences-
crisitem.author.parentorgFaculty of Health Sciences-
crisitem.author.parentorgFaculty of Health Sciences-
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