ArticleSAGE open nursing
The Effect of Daily and Weekly Reflection on Nursing Students' Critical Thinking Disposition: A Quasi-Experimental Study.
Article in SAGE open nursing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The role of cognitive approaches in nursing students' learning experiences: a quasi-experimental study cognitive learning approaches in nursing.BMC nursing · 2026Article
- The effectiveness of an integrated CBL and BOPPPS model in neurological nursing clinical teaching: a comparative study.Frontiers in medicine · 2026Article
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Authors and funding
6 authors.
Funding
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Abstract
Introduction: Critical thinking, defined as the purposeful, self-regulatory judgment involving interpretation, analysis, evaluation, and inference, is a fundamental requirement for education in the healthcare field. Reflection, a metacognitive process that promotes self-awareness and deeper understanding of experiences, is regarded as one of the key strategies that enhances critical thinking disposition by fostering motivation and habitual application of these skills. Objective: This study aimed to evaluate the effects of daily versus weekly reflection on the critical thinking disposition of nursing students, including its dimensions of engagement, innovativeness, and cognitive maturity. Methods: This quasi-experimental study with a pretest-posttest design was undertaken at Birjand University of Medical Sciences, Birjand, Iran in 2023. Participants (n = 48; 24 per group) were recruited via census sampling method and randomly assigned into two daily and weekly reflection groups. The intervention was conducted during four weeks of clinical training. Data were collected through a demographic information questionnaire and Ricketts' critical thinking disposition questionnaire. Results: No statistically significant differences were observed between the two groups concerning the mean scores for overall disposition towards critical thinking (p = 0.673, Cohen's d = 0.12) and for each of its dimensions: engagement (p = 0.740, Cohen's d = 0.08), innovativeness (p = 0.281, Cohen's d = 0.22), and maturity (p = 0.652, Cohen's d = 0.10) both before and after the intervention. Mean scores slightly increased in both groups post-intervention (daily: +3.2, 95% CI [1.5, 4.9] ; weekly: +2.8, 95% CI [1.0, 4.6]), though not significantly. Conclusion: Considering that the mean score of critical thinking disposition and each of its dimensions after the 4-week intervention in the two groups had no statistically significant difference, therefore, it is suggested to investigate the long-term effect of daily and weekly reflection in future studies.
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