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Journal Review

The study investigates critical thinking and clinical decision-making skills in first-year nursing students in online education, comparing synchronous and asynchronous instruction. Results showed no significant difference between the two methods, but both groups improved their skills over time, with a positive correlation between critical thinking and decision-making. The study recommends integrating diverse teaching strategies and emphasizes the need for long-term research to assess the impact of teaching methods on skill development.

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Hazel Ann T. Mendoza
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Journal Review

The study investigates critical thinking and clinical decision-making skills in first-year nursing students in online education, comparing synchronous and asynchronous instruction. Results showed no significant difference between the two methods, but both groups improved their skills over time, with a positive correlation between critical thinking and decision-making. The study recommends integrating diverse teaching strategies and emphasizes the need for long-term research to assess the impact of teaching methods on skill development.

Uploaded by

Hazel Ann T. Mendoza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The study explores the development of critical thinking and clinical decision-making skills

among first-year nursing students enrolled in online distance education programs. With nursing
education evolving rapidly, the study highlights the importance of fostering problem-solving,
analytical reasoning, and ethical decision-making in nursing students. The research was
conducted in two universities in Turkey, comparing students who received synchronous and
asynchronous online instruction. The study acknowledges the shift to online education due to
the COVID-19 pandemic and seeks to determine if either method is superior in enhancing
nursing students’ critical thinking and decision-making abilities.

The study followed a quasi-experimental pretest-posttest design with 127 first-year nursing
students. It utilized the Critical Thinking Disposition Scale (CTDS) and the Clinical Decision-
Making in Nursing Scale (CDMNS) to evaluate students' skills before and after an 8-week online
course. The results revealed no significant difference in critical thinking and clinical decision-
making levels between students who received synchronous versus asynchronous instruction.
However, both groups demonstrated improvement in these skills over time. Additionally, a
moderate positive correlation was identified between critical thinking and clinical decision-
making, reinforcing the idea that these skills develop in tandem.

The study concludes that neither synchronous nor asynchronous online education proved
superior in fostering critical thinking and decision-making among first-year nursing students. It
suggests that nursing curricula should integrate diverse teaching strategies, including case
studies, problem-based learning, and reflective writing, to further enhance these essential
competencies. The study also emphasizes the need for long-term research tracking students'
progression beyond their first year to assess the continued impact of different teaching
methods on their decision-making skills.

This study highlights the ongoing challenges of developing critical thinking and clinical decision-
making skills in nursing students through online education. As a nursing student, I recognize the
importance of interactive learning methods, such as real-time discussions and hands-on
simulations, in strengthening these competencies. My own experiences align with the study’s
findings that traditional learning environments, where students actively engage with instructors
and peers, may better facilitate skill development. To improve online nursing education,
institutions should consider incorporating virtual simulations and real-life case analyses to
enhance learning outcomes effectively.

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