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Objective To analyze the implementation effects of peer-assisted learning on critical thinking ability of undergraduate nursing students. Methods A total of 411 college nursing students were selected with 203 students of Class One, Class Three, and Class Five from Grade 2012 majoring in nursing were taken as the control group, 208 students of Class Two, Class Four, and Class Six as the experimental group. In the course of basic nursing practice, the control group was trained by the traditional practice, and the experimental group was trained by the way of peer mutual aid. Critical thinking disposition inventory Chinese version (CTDI-CV) was adopted to evaluate the level of critical thinking ability of the nursing students of both groups. SPSS 17.0 was used and the data of the two groups were compared by t test. Results The score of experimental group students' critical thinking ability and the score of 7 dimensions including their seeking truth, analysis ability, self-confidence, inquisitiveness, cognitive maturity, open mind and systematic ability were higher than those before the experiment (P<0.05). The total score of the experimental group students' critical thinking ability and the score of 5 dimensions including seeking truth , analysis ability, self-confidence, curiosity and cognitive maturity were higher than those of the control group (P<0.05). Conclusion Peer-assisted learning is beneficial to the improvement of critical thinking ability of nursing undergraduate students.
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PURPOSE: The purpose of this study was to explore the relationships of critical thinking disposition (CT), nursing work environment (NWE), and clinical decision making ability among nurses. METHODS: A cross-sectional, descriptive study design was conducted on 192 nurses who had worked for more than six months in five general hospitals. A self-reported questionnaire was used to collect data, which included demographics, CT, NWE, and clinical decision making ability. RESULTS: The mean score of CT was 3.5. The highest score was on the objectivity of CT and the lowest on systematicity. The mean score of NWE was 2.3. The highest score was on the collegial nurse-physician relations of NWE and the lowest on the staffing and resource adequacy. The mean score of clinical decision making ability was 3.3. In hierarchical multiple regression, affecting factors on clinical decision making ability were CT and NWE. CONCLUSION: The findings showed that clinical decision making ability is associated with CT and NWE. To improve clinical decision making ability, it is important to improve CT. In addition, it should be considered to improve NWE where the nurses can make a decision with their job through critical thinking.
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Clinical Decision-Making , Demography , Hospitals, General , Nursing , Physician-Nurse Relations , ThinkingABSTRACT
Objective To explore the relationship between the critical thinking disposition and the innovation behavior in nurses. Methods A total of 360 clinical nurses were questionnaired by the critical thinking disposition inventory and innovation behavior scale. Pearson correlation analysis and hierarchical regression analysis were used to explore the effect of critical thinking disposition on the innovation behavior in nurses. Results The total scores of critical thinking disposition and innovation behavior in nurses were respectively 290.68±33.46 and 4.12±0.96. There was significant difference of the score of innovation behavior in nurses with different professional titles and working years(F=6.257, 4.802, P<0.05). The score of innovation behavior was positively correlated with the scores of seek truth, open mind, analysis ability, systematic ability, self-confidence, learning desire and cognitive maturity(r=0.367-0.514, P<0.05). Hierarchical regression analysis showed that the seek truth, open mind, analysis ability, systematic ability, self-confidence, learning desire and cognitive maturity were the influencing factors of innovative behavior in nurses. Conclusions The critical thinking disposition and innovation behavior were in medium level in nurses, and the critical thinking disposition was the influencing factors of innovative behavior in nurses.
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PURPOSE: A descriptive survey was used in this study to identify the relationship between nurses' critical thinking disposition, self-directed learning readiness and professional nursing competency and to examine factors that influence professional nursing competency. METHODS: The data were collected from 188 nurses and analyzed using t-test, ANOVA, Scheffe' test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 20.0 PC program. RESULTS: Professional nursing competency was found to have significant pure correlations with critical thinking disposition (r=.59, p<.001), and self-directed learning readiness (r=.54, p<.001). The most influential factor influencing nurses' professional nursing competency was critical thinking disposition, followed by self-directed learning readiness (beta=.25, p=.003), work department (beta=.19, p=.001), total clinical career (beta=.19, p=.003), and position (beta=.12, p=.040), and these factors explained 43.8% of the variance in professional nursing competency. CONCLUSION: The findings indicate the necessity of developing and applying strategies and educational programs to enhance individual nurse's critical thinking disposition and self-directed learning readiness. Furthermore, exploration is needed on ways to enhance professional nursing competency.
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Learning , Nursing , ThinkingABSTRACT
PURPOSE: The purpose of this study was to investigate the effects of action learning on critical thinking disposition, communicative competence, and problem-solving ability in nursing students. METHODS: The design for this was a nonequivalent control group pretest-posttest design was used for identification of the effects of lessons using action learning. The consenting participants were 184 fourth-year nursing students in D-city (Experimental group=95, Control group=89). Data was collected and the program was conducted from May 2 to July 19, 2015. Data was analyzed with an chi2-test, a t-test, and a paired t-test and utilized the SPSS win 21.0 program. RESULTS: There were significant differences in critical thinking ability (t=5.00, p<.001), problem-solving ability (t=4.52, p<.001), and communicative competence (t=4.97, p<.001) in the experimental group compared to the control group. CONCLUSION: The study findings suggest that action-learning programs have proven to be an effective educational program for improving the critical thinking ability, problem solving ability, and communicative competence of nursing students. Action learning can be an effective teaching strategy.
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Humans , Learning , Mental Competency , Nursing , Problem Solving , Students, Nursing , ThinkingABSTRACT
PURPOSE: The purpose of this study was to determine the relationship among the factors of nursing professionalism, critical thinking disposition and self-leadership in nursing students. METHODS: The participants were 715 nursing students in tertiary education. Data was collected from March 10 to 14, 2014 using self-report questionnaires and analyzed through descriptive statistics, t-test, ANOVA and Pearson correlation coefficient with SPSS/win 17.0. RESULTS: The mean scores for nursing professionalism (3.48+/-.50), critical thinking disposition (3.14+/-.27), self-leadership (3.44+/-.40) were above average. There was a positive correlation between nursing professionalism and self-leadership (r=.452, p<.01) and between critical thinking disposition and self-leadership (r=.405, p<.001). CONCLUSION: The result of this study indicates that developing nursing professionalism and critical thinking disposition in nursing students is significant for improving their self-leadership. Therefore the findings suggest meaningful basic data for nursing education.
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Humans , Education , Education, Nursing , Nursing , Surveys and Questionnaires , Students, Nursing , ThinkingABSTRACT
PURPOSE: The purpose of this study was to identify interpersonal relation disposition, critical thinking disposition, and communication competence in undergraduate students in nursing practicums. METHODS: Study participants were 170 junior and senior nursing students who were in a nursing practicum. Collected data were analyzed using descriptive statistics, Pearson correlation, and multiple regression with IBM SPSS statistics version 21. RESULTS: Dominant-ascendant (beta=.25, p=.011), sympathetic-acceptable (beta=.34, p<.001) and social-friendly (beta=.18, p=.024) of the interpersonal relation dispositions and Intellectual integrity (beta=.17, p=.027), open-mindedness (beta=.15, p=.024), Prudence (ss=.16, p=.016), and Inquisitiveness (beta=.21, p=.008) of the Critical thinking dispositions were identified as important predictors of communication competences. CONCLUSION: Considering the rapidly changing variation of dispositions according to generation, research on interpersonal relation disposition, critical thinking disposition, and communication competence through in-depth study with multi-faceted approaches should be continued.
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Humans , Interpersonal Relations , Mental Competency , Nursing , Students, Nursing , ThinkingABSTRACT
Objective To investigate the level of the clinical nurses' critical thinking disposition and the competence about nursing ethical decision making,and analyze the relationship between them.Methods A total of 359 clinical nurses were recruited by stratified random sampling method.They were investigated with general situation questionnaire,critical thinking disposition inventory-Chinese version (CTDI-CV) and judgment about nursing decisiors(JAND).Results The total score of CTDI-CV was (285.06±26.79),the total score of JAND was(267.91±16.62).The influencing factors of clinical nurses' competence about nursing ethical decision making was education background,ways of obtaining occupational knowledge,training of nursing ethical decision.The clinical nurses' competence about nursing ethical decision making was positively correlated with critical thinking disposition.Conclusions The level of clinical nurses' critical thinking disposition and competence about nursing ethical decision making are medium,in order to improve the level of competence about nursing ethical decision making,both school education and the continue education among hospital should strengthen the training of nurses' critical thinking disposition.
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PURPOSE: The purpose of this study was to evaluate the relationships among critical thinking disposition, general self-efficacy, leadership and clinical competence, and identify the factors influencing clinical competence in nursing students. METHODS: In this descriptive study, 153 nursing students (from 2nd to 4th school year) of a university in South Korea were enrolled in December 2010. The instruments for this study were the Korean versions of the Critical Thinking Disposition Scale, General Self-Efficacy Scale, Leadership Inventory, and Clinical Competence Scale. Data were analyzed by descriptive statistics, t-test, MANOVA, Pearson correlation, and multiple linear regression with PASW 18.0 software. RESULTS: The mean scores (ranging from 1 to 5) in nursing students for critical thinking disposition, general self-efficacy, leadership, and clinical competence were 3.44, 3.51, 3.55, and 3.42, respectively. Positive correlations were found for clinical competence with critical thinking disposition, general self-efficacy, and leadership. The strongest predictor of clinical competence was leadership. In addition, leadership, nursing school year, and subjective academic achievement accounted for 34.5% of variance in clinical competence. CONCLUSION: This study revealed that developing leadership, critical thinking disposition, and self-efficacy in undergraduate nursing education is important to improve clinical competence of nursing students.
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Humans , Achievement , Clinical Competence , Education, Nursing , Leadership , Linear Models , Republic of Korea , Schools, Nursing , Students, Nursing , ThinkingABSTRACT
PURPOSE: The purpose of this study was to identify the critical thinking disposition and self-esteem of psychiatric nurses and to identify factors that influence critical thinking disposition. METHODS: A cross-sectional study design was used in this study. The participants for this study were 158 psychiatric nurses from D city & C province. The instruments were the California Critical Thinking Disposition Inventory (CCTDI) and Self-Esteem Scale (SES). The collected data were analyzed using t-test, ANOVA, Pearson's correlation coefficients and multiple regression with the SPSS/WIN 11.5 program. RESULTS: The mean scores for critical thinking disposition and self-esteem were 186.4+/-13.96 and 30.5+/-3.95 respectively. A significant positive correlation between critical thinking disposition and self-esteem was found (r=.33, p<.001). In regression analysis, types of certification, education, work place and self-esteem explained 57% of the variance in critical thinking disposition for these nurses. CONCLUSION: Participants who had higher levels of critical thinking disposition tend to exhibit a positive self-concept. It is necessary to provide interventions program to improve the critical thinking disposition and self-concept of psychiatric nurses.
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California , Certification , Cross-Sectional Studies , Education , Mental Health , Self Concept , Thinking , WorkplaceABSTRACT
PURPOSE: The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. METHODS: A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. RESULTS: 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). CONCLUSION: A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.
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California , Education , Nursing , ThinkingABSTRACT
PURPOSE: This descriptive - comparison study was conducted to investigate the critical thinking disposition of senior nursing students in three types of nursing program. Method: The convenience sample was drawn from 472 nursing students. Instruments used in this study were made California Critical Thinking Disposition Inventory developed by Facione & Facione (1994). Data was analyzed by descriptive statistics, t-test, ANOVA, Scheffe test with SAS 6.12 program. RESULTS: 1. The total mean score of critical thinking disposition was 279.06. Inquisitiveness was the highest with an mean score 45.50, while systematicity was the lowest with mean score of 36.15. There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00)according to senior nursing students in three types of nursing programs. 2. There was a statistically significant difference in critical thinking disposition(F=5.53, p=.00) according to age, marital status(t=-3.15, p=.00), religion(F=3.26, p=.02) and critical thinking course taken previously(t=3.10, p=.00). CONCLUSION: There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00) according to senior nursing students in three types of nursing program. There was a statistically significant difference in Critical thinking disposition according to age, marital status, religion, logic, philosophy, critical thinking course.
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Humans , California , Logic , Marital Status , Nursing , Philosophy , Students, Nursing , ThinkingABSTRACT
PURPOSE: This descriptive - comparison study was conducted to investigate the critical thinking disposition of senior nursing students in three types of nursing program. Method: The convenience sample was drawn from 472 nursing students. Instruments used in this study were made California Critical Thinking Disposition Inventory developed by Facione & Facione (1994). Data was analyzed by descriptive statistics, t-test, ANOVA, Scheffe test with SAS 6.12 program. RESULTS: 1. The total mean score of critical thinking disposition was 279.06. Inquisitiveness was the highest with an mean score 45.50, while systematicity was the lowest with mean score of 36.15. There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00)according to senior nursing students in three types of nursing programs. 2. There was a statistically significant difference in critical thinking disposition(F=5.53, p=.00) according to age, marital status(t=-3.15, p=.00), religion(F=3.26, p=.02) and critical thinking course taken previously(t=3.10, p=.00). CONCLUSION: There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00) according to senior nursing students in three types of nursing program. There was a statistically significant difference in Critical thinking disposition according to age, marital status, religion, logic, philosophy, critical thinking course.