Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: Protocol for a Mixed Methods Systematic Review.
Jaroslav Zlamal, Edith Roth Gjevjon, Mariann Fossum, Marianne Trygg Solberg, Simen Alexander Steindal, Camilla Strandell-Laine, Marie Hamilton Larsen, Fredrik Solvang Pettersen, Andréa Aparecida Gonçalves Nes
Author Information
Jaroslav Zlamal: Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Edith Roth Gjevjon: Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Mariann Fossum: University of Agder, Kristiansand, Norway. ORCID
Marianne Trygg Solberg: Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Simen Alexander Steindal: Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Camilla Strandell-Laine: Novia University of Applied Sciences, Åbo, Finland. ORCID
Marie Hamilton Larsen: Lovisenberg Diaconal University College, Oslo, Norway. ORCID
Fredrik Solvang Pettersen: Lovisenberg Diaconal University College, Oslo, Norway. ORCID
BACKGROUND: Critical 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. 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. METHODS: A 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. RESULTS: Development 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. 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 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.
