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Abstract:Introduction: The purpose of this research is to measure the critical thinking (CT) skills of nursing college students before and after practical training, and examine whether situational factors such as purpose and context can affect judgments related to CT.Methods: We distributed 795 nursing students an anonymous self-administered questionnaire using the scale to assess the CT and free description type questions. The collected data was analyzed using statistical analysis and text mining analysis.Results: The effective response rate was 22.01% (n=175) before training and 22.26% (n=177) after practical training. The average score of the CT scale was 163.70±17.68 before training and 171.21±19.03 after practical training. Five categories were extracted from the open-ended questions and identified as situations in which CT in used in practical training.Discussion: The average score of the CT scale rose with practical training experience. The existence of the practical training experience have affected the total score of the CT scale.
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PURPOSE: The purpose of this study was to examine the effects of an education program for effective nursing intershift handoff communication (NIHC) on nursing intershift performance, self-efficacy, and interrelationship stress among clinical nurses. METHODS: The study was a pilot study using a one-group pretest-posttest design. Participants were 40 clinical nurses from Seoul/ Gyeonggi Province. The handoff dialogue pattern was developed by three professors and one doctoral student in 2014, and was based on an education program for effective (NIHC) from dialogue analysis. The education program as an experimental treatment was provided for 3 1/2 hoursto clinical nurses. Measures included nursing intershift performance scale, self-efficacy scale, and interrelationship stress scale. Collected data was processed and analyzed with SPSS PC+ Version 21. RESULTS: There were significant differences in nursing intershift performance (hand over: t=-12.18,p<.001; undertaking: t=-6.88, p<.001), self-efficacy (hand over: t=9.42, p<.001; undertaking: t=8.13, p<.001), and interrelationship stress (hand over: t=11.46, p<.001; undertaking: t=10.49, p<.001) between pre and post-test. CONCLUSION: Findings indicate that this education program can be utilized as a manual, and can be applied to improve nursing intershift performance and self-efficacy, and to decrease interrelationship stress for effective (NIHC) among clinical nurses. Findings will also help to reduce incorrect performances and increase work efficiency in clinical practice for nurses.