Authors

Inmaculada Bonilla Aguilar1,a, Sergio Alonso Fernández2,a,b, Llúcia Benito Aracil3,a,b, Esperanza Zuriguel-Pérez3,c, Mª Antonia Martínez-Momblan3,b,d

Position

1Máster en Liderazgo y Gestión de los Servicios de Enfermería (Universitat de Barcelona). Hospital Universitari de Bellvitge. L’Hospitalet de Llobregat, Barcelona (España)2Doctor en Enfermería por la Universidad Rovira i Virgili. Barcelona (España) 3Doctora en Enfermería por la Universidad de Barcelona (España)a Grupo de Investigación Enfermera GRIN. Instituto de Investigación Biomédica de Bellvitge (IDIBELL). L’Hospitalet de Llobregat, Barcelona (España)b Departamento de Enfermería Fundamental y Médico-quirúrgica. Facultad de Medicina y Ciencias de la Salud. Escuela de Enfermería. Universitat de Barcelona (UB). L’Hospitalet de Llobregat, Barcelona (España)c Grupo de Investigación Multidisciplinario de Enfermería , Instituto de Investigación Vall d’Hebron  (VHIR). Vall d’Hebron Hospital. Barcelona (España) dInstituto de Investigación Biomédico Sant Pau (IIB Sant Pau). Barcelona (España)

Contact address

Sergio Alonso Fernández. Feixa Llarga, s/n. Pavelló de Govern, 3ª pl.-Despatx 339. 08907 L’Hospitalet de Llobregat, Barcelona (España).

Contact email: sergioalonsodue@gmail.com

Abstract

Objective: to conceptualise the current situation regarding critical thought in female academic mentors and institutional mentors in the clinical practice setting, and to identify the most widely used instruments to measure their critical thought.
Method: an integrative review where the PubMed and Scopus databases were consulted in the period between January 1998 and March 2022. The search was conducted using these controlled language terms: critical thinking; mentor; nurse educator; clinical practice; preceptor; Education; Nursing; and in articles published in Spanish, English and Portuguese. The article selection process was assisted by the Rayyan software and described with the PRISMA flow diagram. There was content analysis of the articles selected, in order to identify the emerging subjects.
Results: the study included 72 original articles: 25 qualitative studies, three with mixed method, one Delphi study, 18 descriptive studies, six quasi-experimental studies, four randomized clinical trials, one analytical study, eight literature reviews, four correlational studies, and one systematic review. There were three emerging subjects: context factors of critical thought, promotion strategies, and instruments for critical thought evaluation.
Conclusions: the Nursing profession has not yet adopted a standard evaluation for critical thought: this makes it difficult to compare results regarding the effect of certain interventions associated with critical thought development.

Keywords:

critical thinking; mentor; nurse educator; clinical practice; preceptorship; nursing faculty practice; nursing students

Versión en Español

Título:

Pensamiento crítico en tutoras de práctica clínica