PENSAMENTO CRÍTICO: FAZ PARTE DAS PRÁTICAS DIDÁTICO-PEDAGÓGICAS DOS CURSOS DE LICENCIATURA EM ENFERMAGEM DA EUROPA?

• Autor(a) principal: Veríssimo, Angélica
• Data de Publicação: 2023
• Outros Autores: Segadães, Fátima, Barroso, Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://proa.ua.pt/index.php/ilcj/article/view/31409

Critical Thinking (CT) is a key element in nursing education, and should be promoted during their university education, in order to allow students to become skilled, competent professionals, imbued with up-to-date technical and scientific knowledge, capable of responding in a assertively to the complex demands of the profession. This literature review intends to identify and discuss how CT skills and dispositions are identified as being present in the didactic-pedagogical practices used in nursing degree courses in Europe. This is a critical literature review, following the steps of research, evaluation, synthesis and analysis, with a search in the Scopus database. Seven studies were analyzed, which met the inclusion criteria. Didactic-pedagogical strategies were identified: poem writing, case seminars, narrative writing, photovoice, photovoice plus dramatization and cooperative learning groups. These were used in nursing degree courses in order to enable the training of professionals capable of providing answers to complex problems in the health-disease context. The present discussion did not allow us to go beyond the “if”, because it was identified that in the few studies included in this review, there was no mention of teaching with explicit, systematic and intentional guidance for the development of CT skills and dispositions.