Technology-Supported Guidance Model to Support the Development of Critical Thinking Among Undergraduate Nursing Students in Clinical Practice: Protocol of an Exploratory, Flexible Mixed Methods Feasibility Study.
Jaroslav Zlamal, Edith Roth Gjevjon, Mariann Fossum, Simen Alexander Steindal, 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: Department of Health and Nursing Sciences, University of Agder, Kristiansand, Norway. ORCID
Simen Alexander Steindal: Lovisenberg Diaconal University College, Oslo, Norway. ORCID
BACKGROUND: Critical thinking is an essential set of skills in nursing education, and nursing education therefore needs a sharper focus on effective ways to support the development of these skills, especially through the implementation of technological tools in nursing education. OBJECTIVE: The aim of this study protocol is to assess the feasibility of a technology-supported guidance model grounded in the metacognition theory for nursing students in clinical practice. METHODS: Both quantitative (research questionnaires) and qualitative (focus group interviews) approaches will be used to collect data for a feasibility study with an exploratory, flexible mixed methods design to test a newly developed intervention in clinical practice. RESULTS: The intervention development was completed in December 2020. The intervention will be tested in 3 independent nursing homes in Norway. CONCLUSIONS: By determining the feasibility of a technology-supported guidance model for nursing students in clinical practice, the results will provide information on the acceptability of the intervention and the suitability of the outcome measures and data collection strategy. They will also identify the causes of dropout and obstacles to retention and adherence. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/31646.
