Peer review and critical thinking in nursing students

Abstract

[EN] Different models are available to help engage and motivate students as well as to model professional thinking and action (Irby, 1994). Their effect increases when regularly used, particularly when supplemented with feedback. Among them, the Paul-Elder´s Elements of Thought, or the Ennis´s FRISCO guidelines may be used for develop clinical skills. The objective of this study is analyse the effect of educational intervention on critical thinking, in nursing students of the 2nd year, based on the peer review, using the Cornell test (Level X) before and after intervention. Of the 74 students who participated in the study, 75.7% were female with an average age of 20.8 years. The average scores of critical thinking before intervention was 21.3 and after was 28.5, the average was statistically significant different between the two time points (p <0.01).