{"title":"Questioning Training and Critical Thinking of Undergraduate Students of Health and Social Sciences: A Scoping Review","authors":"","doi":"10.1016/j.teln.2024.04.010","DOIUrl":null,"url":null,"abstract":"<div><h3>Purpose</h3><p>To explore and describe the evidence about questioning the training of undergraduate health and social sciences students and their critical thinking (CT). In addition, it identifies the gap to guide further research.</p></div><div><h3>Design and Review Method</h3><p>A scoping review was conducted by using the population, concept, and context framework.</p></div><div><h3>Data Sources</h3><p>Literature was searched in four databases which include the Education Resources Information Center, African Education Research Database, PubMed, and Cumulated Index to Nursing and Allied Health Literature. Ten articles were included in this review after screening for the set criteria.</p></div><div><h3>Results</h3><p>Most of the studies reported enhancement in CT dispositions and skills after implementing questioning strategies. Moreover, the level of questions changed from lower to higher after the intervention. However, the review found heterogeneity in discipline, intervention, tool, and time of measurement.</p></div><div><h3>Conclusion</h3><p>The current evidence is inconclusive about the effect of questioning strategies on developing students’ CT. This highlights the need for additional empirical evidence by using a comprehensive strategy to promote CT in undergraduate students.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e602-e609"},"PeriodicalIF":1.9000,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308724000854","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
To explore and describe the evidence about questioning the training of undergraduate health and social sciences students and their critical thinking (CT). In addition, it identifies the gap to guide further research.
Design and Review Method
A scoping review was conducted by using the population, concept, and context framework.
Data Sources
Literature was searched in four databases which include the Education Resources Information Center, African Education Research Database, PubMed, and Cumulated Index to Nursing and Allied Health Literature. Ten articles were included in this review after screening for the set criteria.
Results
Most of the studies reported enhancement in CT dispositions and skills after implementing questioning strategies. Moreover, the level of questions changed from lower to higher after the intervention. However, the review found heterogeneity in discipline, intervention, tool, and time of measurement.
Conclusion
The current evidence is inconclusive about the effect of questioning strategies on developing students’ CT. This highlights the need for additional empirical evidence by using a comprehensive strategy to promote CT in undergraduate students.
期刊介绍：
Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty
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