Research Article
Volume 4 Issue 2 - 2022
Reflexive and Critical Thinking Developed in Nursing Students: Evidence from a Mexican Public University
Beatriz Elizabeth Martínez Talavera1*, Lucila Cárdenas Becerril2, Beatriz Arana Gómez3 and Araceli Monroy Rojas4
1Master in Surgical Nursing, Professor at the Faculty of Nursing and Obstetrics of the Autonomous University of the State of Mexico, Mexico
2Licensed Nurse, Doctor of Education, Professor and Researcher at the Faculty of Nursing and Obstetrics of the Autonomous University of the State of Mexico, Member of the National System of Researchers (SNI) Level I, Member of the Consolidated Academic Body Professional Nursing Care, Mexico
3Doctor in Nursing, Professor and Researcher at the Faculty of Nursing and Obstetrics of the Autonomous University of the State of Mexico, Leader of the Consolidated Academic Body Professional Nursing Care, Mexico
4Doctor of Education, Professor and Researcher at the Universidad Autónoma Metropolitana, Member of the National System of Researchers (SNI) Level I, Member of the Consolidated Academic Body Elderly Care, Mexico
*Corresponding Author: Beatriz Elizabeth Martínez Talavera, Master in Surgical Nursing, Professor at the Faculty of Nursing and Obstetrics of the Autonomous University of the State of Mexico, Mexico.
Received: January 05, 2021; Published: January 27, 2022


Introduction: The development of reflexive and critical thinking is an essential competence in the academic training of professional nursing, every time health care labor demands a quick and effective capacity of response, particularly when providing care, education, research and administration of the professional care.

Objective: Analyze the relationship between the formal curriculum of the bachelor's degree in nursing, the teaching methodology and students learning strategies, to develop reflective and critical thinking.

Methodology: Exploratory, descriptive and transversal research. Mixed methodological approaches based on the constructivism theory. Population study: Was focused considering the bachelor's degree curriculum, 17 teachers and 300 students. Research instruments: A complied guided data collection, semi-structured questions for teachers; and students, was used based on an evaluation of reflexive and critical thinking scale and interview guideline.

Findings: Formal curriculum is identified explicitly in curricular and pedagogical elements of the reflective and critical thinking. Teacher’s testimonies didn't recognize a unique conceptualization of this thinking; teaching strategies were mainly concerned with the simulation of real scenarios and exercises of clinical cases; they accept that this thinking isn’t planned or evaluated. For the students the reflective and critical thinking is a new term, but they identify its importance in proving professional care; they show evidence about enough elements to develop and use it in their professional practice.

Conclusion: There isn’t an obvious relationship between the stated in curriculum, the teaching methodology and what the students learn to relate in reference to reflexive and critical thinking. This allows space for thinking strategies that go down with asymmetry, in favor of achievement of the students and their interaction with patients.

Keywords: Thinking; Curriculum; Nursing Students; Teaching; Learning


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Citation: Beatriz Elizabeth Martínez Talavera., et al. “Reflexive and Critical Thinking Developed in Nursing Students: Evidence from a Mexican Public University”. EC Nursing and Healthcare 4.2 (2022): 08-18.

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