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. 2020 Nov 13;99(46):e22429.
doi: 10.1097/MD.0000000000022429.

Cognitive-behavioural reflective training for improving critical thinking disposition of nursing students

Godwin C Abiogu  1 , Moses Onyemaechi Ede  1 , John J Agah  2 , Felix O Ugwuozor  1 , Maduka Nweke  2 , Nneka Nwosu  1 , Ogechi Nnamani  1 , Michael Eskay  1 , Nkiru E Obande-Ogbuinya  3 , Clifford E Ogheneakoke  4 , Uchenna C Ugwu  5 , Patrick Ujah  1 , Francis O Ekwueme, M A Phil  6 , Emmanuel I Obeagu  7 , Chinedu I O Okeke  8 , Damian C Ncheke  1 , Christian Ugwuanyi  9
Affiliations

Cognitive-behavioural reflective training for improving critical thinking disposition of nursing students

Godwin C Abiogu et al. Medicine (Baltimore). .

Abstract

Background/objective: The importance of critical thinking in improving treatment practices in, for instance, the nursing profession, cannot be overemphasized. Despite this importance, empirical studies have shown that helping strategies to train learners on critical thinking disposition are needed. Given this knowledge gap, this study investigated the impacts of cognitive-behavioral reflective training for improving the critical thinking disposition of nursing students.

Method: Of all the students screened, a total of 167 participants were assigned to the treatment group and waitlisted control group. A researchers-developed training program aimed at improving critical thinking disposition was delivered in English language by therapists.

Results: Repeated-measures ANOVA showed that there was no significant difference between the critical thinking disposition of nursing students in the treatment and control groups as measured by CTDI-M at the posttest. At the posttreatment and follow-up measures, there were consistently improved impacts of CBRT on the critical thinking disposition of nursing students in Nigeria as measured by CTDI-M.

Conclusion: Following the results, we concluded that cognitive-behavioral reflective training was beneficial and had sustained improvement in enhancing the critical thinking disposition of nursing students.

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Conflict of interest statement

The authors have no funding and conflicts of interest to disclose.

Figures

Figure 1
Figure 1
Participants’ eligibility flow chart.
Figure 2
Figure 2
Charts showing the status of the intervention group at pretest, posttest and follow-up.
Figure 3
Figure 3
Charts showing the status of the non-intervention group at pretest, posttest and follow-up.
Figure 4
Figure 4
Graph of time × group interaction effect using CBRT.
See this image and copyright information in PMC

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