***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: This project , started in 1985 by Dr Infante , is based on theory of the use of the clinical laboratory in nursing education . It fully recognizes the complementary roles of nursing education and nursing service by having practitioners participate as preceptors , role models , and mentors . Six clinical agencies participated in this innovative clinical teaching project with the goal of improving the effectiveness and efficiency of nursing education and nursing practice . It is hypothesized that the synchronization of clinical laboratory experiences with instruction in nursing theory and science and a closer collaboration among faculty , students , and nurse practitioners will give students an appropriate balance of academic and clinical practice perspectives and skills to prepare them effectively to meet the complex health care needs of patients . The subjects were 173 undergraduate baccalaureate nursing students enrolled in an upper-division generic program . For the purpose of testing Infante 's clinical model , the students were r and omly assigned to a control or experimental group for two successive incoming classes of nursing students . Each student 's academic and clinical progression was monitored . Data were gathered using grade point average , a st and ardized test for nursing knowledge ( Mosby Assesstest ; Mosby , St Louis ) , college laboratory practicum , and simulated testing for clinical application skills.2 + Data were analyzed using independent t tests . The findings indicate that the students in the experimental group , who used the experimental clinical model , achieved higher grade point averages , higher scores on the Mosby Assesstest , and higher college laboratory practicum scores than the students in the control group . The findings support the need for further investigation of innovative clinical teaching models BACKGROUND Educational approaches are thought to have facilitative or hindering effects on students ' critical thinking development . The aim of this study was to compare the effects of problem-based learning ( PBL ) and lecturing approaches on the development of students ' critical thinking . METHODS All 79 Year 1 undergraduate nursing students at a university in Hong Kong were r and omly assigned to 1 of 2 parallel courses delivered by either PBL ( n = 40 ) or lecturing ( n = 39 ) over 1 academic year . The primary outcome measure was students ' critical thinking disposition as measured by the California Critical Thinking Disposition Inventory ( CCTDI ) . Individual interviews were also conducted to elicit the students ' perceptions of their learning experience . Data were collected at 4 timepoints spanning 3 years . RESULTS The overall CCTDI and subscale scores for the PBL group were not significantly different from those of the lecture group at the first timepoint ( pretest ) . Compared with lecture students , PBL students showed significantly greater improvement in overall CCTDI ( P = 0.0048 ) , Truthseeking ( P = 0.0008 ) , Analyticity ( P = 0.0368 ) and Critical Thinking Self-confidence ( P = 0.0342 ) subscale scores from the first to the second timepoints ; in overall CCTDI ( P = 0.0083 ) , Truthseeking ( P = 0.0090 ) and Analyticity ( P = 0.0354 ) subscale scores from the first to the third timepoints ; and in Truthseeking ( P = 0.0173 ) and Systematic ity ( P = 0.0440 ) subscale scores from the first to the fourth timepoints . CONCLUSIONS There were significant differences in the development of students ' critical thinking dispositions between those who undertook the PBL and lecture courses , respectively AIMS This paper reports a study examining the effects of adopting concept mapping in problem-based learning scenario discussion s on the improvement of students ' learning outcomes in a nursing course . BACKGROUND Students in Taiwan usually have a high degree of anxiety about whether or not they have learned enough . Problem-based learning is a method of teaching that uses a patient situation or scenario to stimulate students to acquire and apply information to solve problems . Concept mapping can promote problem-solving and critical thinking to help students organize complex patient data , process complex relationships and offer holistic care to patients . METHODS An experimental design was used , with participants r and omly assigned either to a control or experimental group . The experimental group participated in six problem-based learning scenario discussion s during the 16-week semester , while the control group attended a traditional course . RESULTS The experimental group had significantly higher proposition and hierarchy scores for their concept maps compared with the control group . There were no significant differences in the cross-link and example scores between the two groups . In general , the total score difference between the groups did not reach statistical significance levels . Only one student in the experimental group obtained a high score ; most participants in both groups ( over 50 % ) obtained low scores . CONCLUSIONS Concept mapping strategies may be useful for analysis of individual student 's thinking processes for ( 1 ) emphasizing key concepts or main ideas , ( 2 ) underst and ing relationships between different concepts , including cause-effect and part-whole relationships , ( 3 ) review ing propositions , hierarchies and cross-links in a logically scientific way , and ( 4 ) revising concept structures to agree with theory and experience BACKGROUND The importance of critical thinking is well-documented by the American Association of Colleges of Nursing and the National League for Nursing . Reflective writing is often used to increase underst and ing and analytical ability . The lack of empirical evidence about the effect of reflective writing interventions on critical thinking supports the examination of this concept . OBJECTIVES Study objectives were : DESIGN This study used an experimental , pretest-posttest design . SETTING S The setting was two schools of nursing at universities in the southern United States . PARTICIPANTS The convenience sample included 70 fourth-semester students in baccalaureate nursing programs . METHODS R and omly assigned control and experimental groups completed the California Critical Thinking Skills Test ( CCTST ) and the California Critical Thinking Dispositions Inventory Test ( CCTDI ) . The experimental group completed six reflective writing assignments . Both groups completed the two tests again . RESULTS Results showed that the experimental group had a significant increase ( p=0.03 ) on the truthseeking subscale of the CCTDI when compared to the control group . The experimental group 's scores increased on four CCTST subscales and were higher than the control group 's on three CCTST subscales . CONCLUSIONS The results of this study make it imperative for nursing schools to consider including reflective writing-especially assignments based on Paul 's ( 1993 ) model-in nursing courses . If future studies , testing over longer periods of time , show significant increases in critical thinking , those interventions could be incorporated into nursing curriculum and change the way nurse educators evaluate students BACKGROUND Italian Nursing Faculties use a range of tutorial strategies ( laboratory sessions , intensive clinical tutoring , weekly tutoring ) aim ed to enhance  nursing students '  diagnostic reasoning : these strategies have different impacts on promoting student critical thinking . By using critical thinking methods , students develop abilities to check , monitor and constantly evaluate the accuracy of the diagnostic reasoning process . However , there is little evidence to show how effective tutorial strategies are on the accuracy of diagnostic reasoning . There is also very little known about the complexity of tutorial strategies because these are made up of several components ( e.g. tutor question ing abilities , the value of the setting , the impact of the environment , the expertise of the tutor and the impact of the Faculty 's philosophy of learning ) , tutorial strategies can not be st and ardised and depend on multiple factors which are difficult to control . OBJECTIVES The objective was to establish a relationship between tutorial strategies orientated to enhance critical thinking and the accuracy of diagnostic reasoning ( i.e. the number of correct answers given by students on simulated cases in two different nursing education context s ) . It was hypothesised that students who had had one laboratory session using intensive tutorial strategies had less probability of making reasoning errors in diagnosing a simulated case than a control group that had weekly tutorials or routine tutoring . DESIGN A double pragmatic experimental study was adopted involving two Italian Nursing Faculties at universities in Verona and Udine . PARTICIPANTS A total of 144 students in the first year of their Nursing Science Degree course were involved ; in Verona , two r and om groups of 41 students were taken ( an intervention group and a control group ) . R and om selection s of 39 students for the intervention group and 29 students for a control group were made from the second campus in Udine . Data analysis was conducted comparing student outcomes in the same faculty ( intra-trial analysis ) and between the two campuses involved ( inter-trial analysis ) . RESULTS The students doing laboratory sessions and intensive clinical tutorials demonstrated fewer errors compared to the control group [ OR 3.75 ; IC 95 % 1.77 - 7.88 ] , although the students who receive routine tutoring , demonstrated higher risk of mistaking the problems of the patient [ OR 0.22 ; IC 0.95 % 0.07 - 0.65 ] . CONCLUSION From intra- and inter-trial analysis of the results , it can be concluded within limits , that those students who had had intensive tutorial strategies aim ed developing critical thinking abilities , formulated fewer wrong hypotheses in the first list they made when confronted with a new nursing case . Faculties should consider these outcomes and develop strategies including intensive tutorial strategies for improving the accuracy of nursing students ' clinical reasoning 
    Output:
    
All selected studies were in English , with significant conceptual similarity of Critical Thinking and dominance in choosing the approached theme during strategies in clinical nursing education with an emphasis on the nursing process .
The most widely used teaching intervention was  Problem-Based Learning .
Nursing education mediated by strategies that stimulate CT is considered a positive difference in undergraduate curriculums