Unlocking the power of critical thinking: a systematic review on Iranian nursing students

Introduction: Recent concerns have surfaced regarding the insufficient development of critical thinking skills among nursing students, resulting in a gap between theoretical knowledge and practical application. This study aimed to address this gap and explore the significance and methods of developing critical thinking among Iranian nursing students. Methods: This study followed the PRISMA guidelines to conduct a systematic literature review, using a rigorous method that included document organization, data extraction, quality assessment, and report writing. The search included all observational or interventional studies, with full-text availability in Persian or English languages. Non-original publications were excluded. PubMed, SID, Magiran, and Scopus databases were searched, and the study selection process involved evaluating titles, abstracts, and full texts. Data extraction included analyzing the characteristics of the included studies, while methodological quality assessment employed suitable tools. Results: Out of 1314 initially identified articles, a total of 22 high-quality studies were reviewed in this systematic review. These studies, conducted between 2016 to 2022, examined critical thinking in Iranian nursing students. The interventions evaluated various approaches including problem-based learning, conceptual mapping, flipped classroom, clinical reasoning, and team-based learning, while the observational studies explored the association between critical thinking and emotional intelligence, learning styles, and academic performance factors. Conclusion: This study underscores the significance of developing critical thinking skills among Iranian nursing students and suggests the effectiveness of utilizing problem-based learning and conceptual mapping strategies in enhancing critical thinking abilities.