ABSTRACT
Although there are multiple ways of achieving baccalaureate-level nursing education, all graduates must demonstrate critical thinking abilities to practice competently. The purpose of this study was to measure the changes in critical thinking abilities of students pursuing various pathways in the same baccalaureate nursing curriculum. Traditional, registered nurse-bachelor of science (RN-BSN), and accelerated students completed the Watson-Glaser Critical Thinking Appraisal (WGCTA) at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the pre- and post-WGCTA scores of traditional students (t = -2.84, P = .007) and RN-BSN students (t = -2.28, P = .029), but not of accelerated students. Similarities between the curricular pathways that could account for the results were analyzed. Further research is needed to determine the best combination of liberal arts and nursing courses for the development of critical thinking abilities.
Subject(s)
Clinical Competence/standards , Education, Nursing, Associate/standards , Education, Nursing, Baccalaureate/standards , Education, Professional, Retraining/standards , Students, Nursing/psychology , Thinking , Adult , Curriculum , Educational Measurement/methods , Female , Humans , Male , Middle Aged , Midwestern United States , Nursing Education Research/methods , Problem SolvingSubject(s)
Community Health Centers/organization & administration , Community Health Nursing/organization & administration , Health Promotion/organization & administration , Models, Organizational , Program Development/methods , Cooperative Behavior , Humans , Indiana , Primary Health Care/organization & administration , Program EvaluationABSTRACT
Critical thinking is an outcome expected of all nursing graduates. The purpose of this study was to evaluate the influence of an accelerated nursing curriculum on students' abilities to think critically. The Watson-Glaser Critical Thinking Appraisal (WGCTA) was used to measure the critical thinking ability of the student nurses. The sample consisted of two groups of BSN students: traditional (n = 45) and accelerated (n = 43). Both groups completed the WGCTA at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the test scores of the two group at the beginning of the curriculum (t = -2.42) but no significant difference at the end (t = -1.76). Findings also revealed significant differences in pre- and post-curriculum test scores of traditional students (t = -2.84) but no difference for accelerated students (t = -1.65). Findings have implications for BSN program development.
