Critical Thinking Disposition, Problem Solving Process, and Simulation-Based Assessment of Clinical Competence of Nursing Students in Pediatric Nursing

PURPOSE: The purpose of this study was to identify the correlation of critical thinking disposition and problem solving process, and the simulation-based assessment of clinical competence based on a survey of college nursing students. METHODS: In this descriptive correlation study, data for 214 nursing students were analyzed using t-test and Pearson correlation coefficients. RESULTS: Critical thinking disposition, problem solving process, and simulation-based assessment of clinical competence averaged 3.76+/-0.46 (out of 5), 3.67+/-0.47 (5), and 1.51+/-0.17 (2), respectively. A significant difference in scores for simulation-based assessment of clinical competence was found between the high-scoring group and low-scoring group in critical thinking disposition. A significant positive correlation was found between critical thinking disposition and nursing assessment, a sub-domain of clinical competence. CONCLUSION: The results suggest that success in simulation-based learning requires critical thinking disposition in the nursing students, and their critical thinking disposition plays a positive role in nursing assessment, which evaluates the patient's status in a complex situation. Simulation-based learning programs help assess the students' levels in their clinical judgement and performance, and identify their strengths and weaknesses so that the instructor can evaluate and improve the current teaching method.

Academic Achievement, Self-directed Learning, and Critical Thinking Disposition According to Learning Styles of Nursing Students / 기본간호학회지

PURPOSE: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. METHOD: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using chi2 test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. RESULTS: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). CONCLUSION: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.