Keywords

critical thinking, baccalaureate nursing students, nursing education, learning style

Abstract

The project purpose was too determine whether measures of critical thinking show differences between three groups (simulator, non-simulator, control) of baccalaureate nursing students. The second purpose was to determine the moderating effect of students' preferred learning style. All groups experienced a moderate to large effect size in critical thinking scores. The corrected model for the total scale gain score was statistically significant but not significant for learning style or group.

Original Publication Citation

Ravert, P. Patient simulator sessions and critical thinking. (2008). Journal of Nursing Education. 47(12), 557-562.