Digital Technology-Based Learning to Facilitate Critical Thinking by Student Nurses in Clinical Practice

Abstract

Background/Objectives: Critical thinking in healthcare settings is essential in nursing and is a key element of delivering high-quality patient care. However, the disconnect between theoretical knowledge and practical application, along with pressure from workloads, continues to create persistent challenges in nursing education. In this context, the increasing demand for facilitators to cultivate critical thinking skills in students necessitates technological approaches. Digital technologies can supply access to learning materials, clinical case studies, and interactive tasks that reinforce critical thinking principles. They can also support personalized learning paths and provide immediate feedback to learners. Methods: The study used qualitative, exploratory, and descriptive methods to achieve its objectives. A purposive sampling technique was used to intentionally select clinical facilitators and student nurses as participants. The sample included eleven female clinical facilitators, two male clinical facilitators, eight female student nurses, and four male student nurses. Data was gathered through semi-structured individual interviews. Results: A total of 25 participants were identified and met the eligibility criteria. The study was conducted at a nursing education institution in Gauteng, to get perceptions of both clinical facilitators and student nurses on how critical thinking can be enhanced using digital technology in clinical practice. Study participants perceived that digital technology is a promising strategy to support the development of critical thinking skills. Conclusions: The transition to digital technology-based approaches will provide accessibility to various learning platforms across time and location to facilitate the critical thinking and competencies of student nurses.