EXPLORING YEAR 2 NURSING STUDENTS’ PERCEPTIONS TOWARDS CRITICAL THINKING AND CLINICAL REASONING: A QUALITATIVE STUDY

Abstract

Aim: The aim of this study is to explore year 2 nursing students’ perceptions towards critical thinking and clinical reasoning, and the barriers faced in developing critical thinking and clinical reasoning. Background: Critical thinking and clinical reasoning are core competencies emphasized in nursing practice. Nursing students are required to develop and practice these skills throughout their education to graduate as a competent nurse. However, recent students still report the lack of critical thinking and clinical reasoning in nursing students and fresh graduates. Hence, it is important to understand the perceptions of nursing students, and the barriers they face towards developing critical thinking and clinical reasoning. Methods: A descriptive qualitative design was adopted. 20 nursing students were recruited from a University in Singapore using convenience sampling. Individual face-to-face interviews were conducted using a semi-structured interview guide. The interviews were audio-recorded and transcribed verbatim. Thematic analysis was used to analyse the transcriptions and generate themes according to the research questions. Results: Seven themes emerged: essentials for nursing practice, linking theory to practice, individual thought process, stimulating strategies, classroom environment, clinical environment and student’s attributes. Nursing students perceived critical thinking and clinical reasoning as essential for nursing practice, and described these skills as linking theory to practice. The strategies used to stimulate critical thinking and clinical reasoning were simulations, case studies, clinical experience and the clinical instructor. Barriers to developing critical thinking include tutor to student ratio, ward culture, and student’s attitudes towards learning. Conclusion: This study has explored nursing students’ perceptions towards critical thinking and clinical reasoning, as well as the barriers to developing these skills. These findings have provided areas to improve current nursing education and practice to better support nursing students in developing critical thinking and clinical reasoning skills.