Relationship between critical thinking ability and medication safety competence among clinical nurses: A multicenter cross-sectional study.

AIMS AND OBJECTIVES: This study investigated the relationship between clinical nurses' critical thinking ability and medication safety competence, as well as the factors related to medication safety competence. BACKGROUND: Nurses can have an active role in promoting medication safety. However, the main factors associating with nurses' competence in medication safety are uncertain. DESIGN: This was a descriptive, multicenter cross-sectional survey study. METHODS: A total of 1196 nurses from four different tertiary hospital in China were included in this study. A demographic information questionnaire, the Critical Thinking Diagnostic for nurses, and the Medication Safety Competence Scale for nurses were used to survey. Descriptive statistics, comparisons, correlation and regression analysis of the collected data were performed using SPSS 26.00 software. The study was reported using STROBE checklist. RESULTS: Included nurses obtained satisfactory scores on the critical thinking and medication safety scales and subscales. There was a strong statistically significant positive correlation between critical thinking ability and medication safety competence. Multiple linear regression analysis indicated that personal critical thinking scores and working years were positively associated with nurses' medication safety scores, accounting for 62.50% of the variance. CONCLUSION: Clinical nurses' critical thinking ability is positively associated with medication safety competence. RELEVANCE TO CLINICAL PRACTICE: As critical thinking ability positively predicts nurses' medication safety competence, hospitals and nursing administrators should consider continuing nursing education and training to improve critical thinking skills, thereby promoting medication safety competence among clinical nurses.

Relationship between Thinking Dispositions, Working Memory, and Critical Thinking Ability in Adolescents: A Longitudinal Cross-Lagged Analysis.

Previous studies have demonstrated that thinking dispositions and working memory are closely related to students' critical thinking ability. However, little is known about whether bidirectionality between thinking dispositions, working memory, and critical thinking ability exists in adolescence. This study, therefore, explored this aspect across two time points. Participants were 509 Chinese adolescents (mean age at Time 1 = 14.09 years; 59.7% girls). At Time 1, adolescents were administered the measures of thinking dispositions, working memory, and critical thinking ability. They were reassessed using these measures at Time 2 one year later. The results revealed a bidirectional longitudinal relationship between adolescents' thinking dispositions and critical thinking ability, suggesting that thinking dispositions at Time 1 predicted critical thinking ability at Time 2; critical thinking ability at Time 1 also predicted subsequent thinking dispositions in adolescents. Furthermore, working memory at Time 1 showed a larger predictive effect on critical thinking ability at Time 2 compared with thinking dispositions at Time 1. These findings underscore the role of early thinking dispositions and working memory in promoting adolescents' critical thinking ability.

Integrative virtual nursing simulation in teaching cardiopulmonary resuscitation: A blended learning approach.

BACKGROUND: Online learning resources facilitated educational development during the COVID-19 pandemic. This study focuses on the integration of online virtual simulation with interactive exercises and offline low-fidelity simulation for the first time to explore the impact on CPR skills. METHODS: First year nursing students from a medical college participated as volunteers in this study. They were divided randomly into two groups with both having a cardiopulmonary resuscitation (CPR) lesson with the same timings and objectives. The experimental group (n = 36) adopted a blended learning method, with virtual simulation and low-fidelity simulation as resources; the control group (n = 36) used the same method without virtual simulation. The same lecturers taught both classes. Students' self-directed learning (SDL) and critical thinking skills were assessed before and after the intervention and their CPR skills were examined afterward. RESULTS: The experimental group exhibited significantly greater improvement in their SDL abilities and CPR skills. By contrast, we found no statistical differences in their critical thinking abilities. CONCLUSIONS: During CPR training, blended learning method was used to integrate virtual nursing simulation in teaching, which effectively improved students' SDL and CPR skills.

Chinese first-year undergraduates' strategy use in the English writing from sources task: influences from genders, critical thinking, and L2 proficiency.

English is widely used as a lingua franca in academic settings, including academic writing, in the modern age. When faced with complex writing tasks that involve multiple sources, the ability to effectively employ writing strategies becomes crucial for achieving writing success. This is particularly true for first-year university students who are learning English as a foreign language. Although previous studies have examined various individual difference factors that influence students' use of source-based writing strategies, such as L2 proficiency and gender, there is a lack of research exploring the impact of critical thinking skills on students' strategy use. To address this gap, the current study utilized a convenience sampling procedure to involve 526 first-year EFL undergraduates from six classes in mainland China. A writing task and questionnaire were employed to investigate the students' critical thinking skills and strategy use during the English writing from sources task. Furthermore, the study examined whether there were differences in strategy use based on gender, L2 proficiency groups, and levels of critical thinking ability. A three-way MANOVA was conducted, revealing significant variations in the students' writing strategy use based on gender, L2 proficiency groups, and critical thinking levels. Notably, interaction effects between critical thinking ability and gender were also observed. The study discusses important implications, emphasizing the need for teachers to integrate critical thinking and strategy training into practical writing classes, and to consider the diverse learning needs of different groups of students.

The mediating effects of self-directed learning ability and critical thinking ability on the relationship between learning engagement and problem-solving ability among nursing students in Southern China: a cross-sectional study.

BACKGROUND: Problem-solving ability has been identified as a core competence that nursing students should develop, and it plays a vital role in career development. Therefore, it is necessary to investigate factors related to problem-solving ability and the path relationships among those factors in the context of nursing students. OBJECTIVE: This study aims to identify the factors that affect problem-solving ability, and to investigate path relationships of self-directed learning ability, critical thinking ability, learning engagement, and problem-solving ability among nursing students. DESIGN: A cross-sectional study. SETTINGS: The Department of Nursing at a university located in Shanghai, China. SAMPLE: A total of 540 nursing students with a three-year education program were enrolled in the current study. METHODS: Data were collected by using a structured questionnaire, including general information, learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability of nursing students. Pearson's correlations were used to explore the relationships between learning engagement, self-directed learning ability, critical thinking ability, and problem-solving ability. The path relationships were analyzed by constructing a structural equation model using AMOS software. RESULTS: Our results showed that learning engagement, self-directed learning ability, and critical thinking ability were positively associated with problem-solving ability. Furthermore, learning engagement did not influence problem-solving ability directly, but it affected problem-solving ability indirectly via self-directed learning ability and critical thinking ability among nursing students. Additionally, the total effects of self-directed learning (0.442) and critical thinking ability (0.581) were more prominent than learning engagement (0.361) on problem-solving ability. CONCLUSIONS: To improve the problem-solving ability of nursing students, nursing educators should develop targeted strategies to enhance learning engagement, self-directed learning ability, and critical thinking ability.

The Effectiveness of Student-Led Ward Round Training on Knowledge Acquisition, Critical Thinking Ability, and Self-Confidence of Acute Upper Gastrointestinal Bleeding for Nursing Students.

Introduction: Nursing knowledge, critical thinking ability, and self-perceived confidence are imperative to nursing skills in professional nursing practice. Therefore, nurse educators are required to use teaching strategies that will help promote their knowledge, critical thinking, and self-confidence in complex contents such as the nursing of acute upper gastrointestinal bleeding (AUGIB). Purpose: This study compares the effect of student-led and instructor-led ward-round training methods on knowledge acquisition, critical thinking ability, and self-perceived confidence during AUGIB sessions. Methods: Forty nursing students in the first year of the Emergency Nursing Residency Program were randomly divided into a student-led ward round training group (SG) and an instructor-led ward round training group (IG) with a ratio of 1:1. A knowledge quiz, critical thinking ability test, and self-perceived confidence questionnaire were performed before and after the ward round training to assess both groups of students for their knowledge acquisition, critical thinking ability, and self-perceived confidence improvement. Feedback questionnaires were conducted after the training to evaluate students' perspectives and interests concerning the teaching module. Results: The scores of the post-training quiz were significantly higher than that of the pre-training quiz in both the SG (44.10±2.92 vs 31.10±4.27, p<0.001) and IG (32.35±2.21 vs 30.55±2.24, p=0.01). In the post-training quiz, scores achieved by the students from the SG (44.10±2.92) were significantly higher than those achieved by the students from the IG (32.35±2.21, p< 0.001). The level of self-perceived confidence improved significantly after ward round training in the SG (p< 0.001). However, there was no statistically significant difference in the IG with respect to the change from pre- to post-training (p=0.43).The students' critical thinking ability improved significantly in the SG (14.95±2.58 vs 7.10±1.79, p<0.001), while no significant improvement was found in the IG (7.91±2.28 vs 6.52±2.21, p=0.07) after ward round training. Conclusion: The teaching method of SWRT improves nursing students' knowledge acquisition, critical thinking ability, and self-perceived confidence in AUGIB.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study.

BACKGROUND: The flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms. PURPOSE: This study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course. METHODS: A pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students' learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences. RESULTS: Students in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported. CONCLUSION: A blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

A psychological model of competitive behavior: social comparison as a mediator of the critical thinking, self-efficacy, and adaptation ability prediction among college students.

This study is aimed to test a theoretical model of the critical thinking, self-efficacy, and adaptation ability prediction towards competitive behavior, with social comparison as a mediator. Participants comprised 334 active university students in Jakarta, the capital of Indonesia. This study applied a predictive-correlational design, with data obtained using questionnaires and analyzed with Structural Equation Modeling. The analysis indicated that the theoretical model corresponds to empirical data (RMSEA = 0.00, NNFI = 1.00) showing that sample data is an accurate representation of the data that would be present in the population (RMSEA < 0.05, NNFI > 0.90). However, critical thinking ability can not predict competitive behavior as mediated by social comparison. This present study provides a deeper understanding that competition is a complex behavior that involves the dimensions of a person's cognitive, self, and adaptive qualities, that cannot be separated from the social context.

Effects of concept map combined with TBL teaching method on the examination results, critical thinking ability and teaching satisfaction of nursing interns / 中华医学教育探索杂志

Objective:To explore the effects of concept map combined with team-based learning (TBL) teaching method on the examination results, critical thinking ability and teaching satisfaction of nursing interns.Methods:A total of 67 nursing interns in Guangyuan Central Hospital from March to October 2019 were selected and randomly divided into study group and control group. TBL teaching method was used in the control group, and concept map combined with TBL teaching method was used in the study group. The assessment results, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 22.0 was used for chi-square test and t test. Results:The theoretical knowledge and final examination scores of the study group were higher than those of the control group ( P<0.05); after teaching, the scores of curiosity, truth seeking, systematic ability and self-confidence and total scores of the study group were higher than those before teaching and those of the control group ( P<0.05); the satisfaction scores on having great value to clinical practice, improving learning initiative, helping to understand teaching content, cultivating cooperative learning ability and stimulating learning competitiveness in the study group were higher than those in the control group ( P<0.05). Conclusion:Concept map combined with TBL teaching method is beneficial for nursing interns to master learning knowledge, improve critical thinking ability and increase teaching satisfaction.

Effect of magnetic nursing concept on improving nurses' ECMO nursing ability / 中华医学教育探索杂志

Objective:To study the effect of magnetic nursing concept on improving nurses' nursing ability of extracorporeal membrane oxygenation (ECMO).Methods:In the study, 33 nurses of emergency intensive care unit of The First Affiliated Hospital of Nanjing Medical University from January 2019 to December 2020 were selected as the research objects. From January 2019 to December 2019, the Department carried out routine nursing management, and from January 2020 to December 2020, the Department implemented the management mode of magnetic nursing concept. The mastery of nursing knowledge of ECMO was analyzed by using scale, and the critical thinking ability and self-study ability of the nurses were compared before and after intervention. SPSS 22.0 was used to perform t test on the data. Results:After the intervention, nurses' mastery of respiratory system nursing, circulatory system nursing, fluid balance nursing, skin nursing, digestive system nursing, bleeding, anticoagulant problem nursing, hospital infection prevention and control, and pipeline nursing related knowledge of ECMO patients was significantly better than that before the intervention ( P<0.05). After the intervention, nurses' truth-seeking, open thinking, systematic ability, analytic ability, thinking self-confidence, thirst for knowledge, cognitive maturity and total scale scores were significantly higher than those before the intervention ( P<0.05). After the intervention, nurses' self motivation belief, task analysis, self-monitoring and regulation, self-evaluation and total score were significantly higher than those before the intervention ( P<0.05). Conclusion:The nursing management mode of magnetic nursing concept is of value in improving nurses' autonomous learning ability and critical thinking ability.

How Do Critical Thinking Ability and Critical Thinking Disposition Relate to the Mental Health of University Students?

Theories of psychotherapy suggest that human mental problems associate with deficiencies in critical thinking. However, it currently remains unclear whether both critical thinking skill and critical thinking disposition relate to individual differences in mental health. This study explored whether and how the critical thinking ability and critical thinking disposition of university students associate with individual differences in mental health in considering impulsivity that has been revealed to be closely related to both critical thinking and mental health. Regression and structural equation modeling analyses based on a Chinese university student sample (N = 314, 198 females, M age = 18.65) revealed that critical thinking skill and disposition explained a unique variance of mental health after controlling for impulsivity. Furthermore, the relationship between critical thinking and mental health was mediated by motor impulsivity (acting on the spur of the moment) and non-planning impulsivity (making decisions without careful forethought). These findings provide a preliminary account of how human critical thinking associate with mental health. Practically, developing mental health promotion programs for university students is suggested to pay special attention to cultivating their critical thinking dispositions and enhancing their control over impulsive behavior.

Application of day checklist model combined with fault finding and error correction method in the teaching of new nurses in neurology department / 中华医学教育探索杂志

Objective:To analyze the application effect of day checklist model combined with fault finding and error correction method in the teaching of new nurses in neurology department.Methods:A total of 42 new neurology nurses accepted in the department of neurology from January 2019 to June 2020 were selected in the study and they were divided into control group and study group. The conventional group was given the conventional teaching method, while the study group was given the day checklist model combined with fault finding and error correction method, both of which were taught for 3 months. Assessment performance of theoretical knowledge and operational skills before and after teaching, critical thinking ability before and after teaching and satisfaction with the teaching after teaching in neurology nursing were compared between the two groups. SPSS 25.0 was used for t test and rank sum test. Results:After teaching, assessment performance of theoretical knowledge and operational skills, the 7 dimensions of critical thinking ability scores and the total scores were higher than those before teaching, and the study group did better than the control group ( P < 0.05). There were significant differences between the 2 groups of new nurses in the distribution of satisfaction with teaching ( P < 0.05), and the total satisfaction rate of the study group (100.00%) was higher than that of the control group (80.96%) ( P < 0.05). Conclusion:Using the method of day checklist model combined with fault finding and error correction method in the teaching of new nurses in the neurology department can improve their assessment results, enhance their critical thinking ability and improve the teaching satisfaction.

Practice and effectiveness of "nursing case-based learning" course on nursing student's critical thinking ability: A comparative study.

BACKGROUND: Case-based Learning was an effective and highly efficient teaching approach that was extensively applied in education systems across a variety of countries. Critical thinking ability is an important indicator for access the study ability for baccalaureate nursing education. OBJECTIVES: The study aimed to explore the effect of "nursing case-based learning" course on the critical thinking ability of nursing student. PARTICIPANTS: A total of 80 students who were in Junior were included in this study. The experimental group included 40 students who selected "nursing case-based learning" course. The control group included 40 students who selected the traditional teaching course. METHODS: The critical thinking disposition inventory (CTDI-CV) was used to evaluate the effects of the critical thinking abilities during the 1st week (pre-test), the 9th week (mid-test), and the 18th week (post-test). RESULTS: There are no statistically significant differences between two groups in the pre-test thinking abilities (P > 0.05). After nine weeks, the critical thinking abilities of experimental group were significantly higher than control group (P < 0.05). Three obtained time-points had statistically significant differences of control and experimental group (P < 0.05). CONCLUSION: The "nursing case-based learning" was an effective course to develop the critical thinking abilities of nursing students. Strict instructional design was the guarantee for the smooth implementation of "nursing case-based learning" course.

Investigation on the current status of students' critical thinking ability and communication ability of college nursing students / 中华医学教育探索杂志

Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results①The average score of critical thinking for the investigated college nursing students was (264.54± 29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students,as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method.

Correlation between critical thinking disposition and mental self-supporting among nursing undergraduates / 中华行为医学与脑科学杂志

Objective To explore the relationship between critical thinking disposition and mental self-supporting and provide reference for educators in an attempt to improve undergraduate nursing students' positive psychological qualities and critical thinking disposition.Methods A total of 406 nursing undergraduates were investigated by using the California Critical Thinking Disposition Inventory-Chinese Version (CCTDI-CV) and Mental Self-supporting Questionnaire of University students.Results Undergraduate nursing students scored (280.91± 28.43) points averagely in critical thinking disposition,and the dimensions of analyticity (42.17±5.31) and truth seeking(37.56±6.42) got the highest and lowest score respectively.The total score of mental self-supporting was 76.40±8.47 points; among the seven subscales,opening and containing(11.90± 1.72) scored the highest and self-conviction(8.87±2.28) scored the lowest.A positive association was found between critical thinking disposition and mental self-supporting(r=0.583,P＜0.01).The regression analysis showed that students' self-decision,self-cognition,self-confidence and self-charge played a significant role in students' critical thinking disposition (R2=0.435,P＜0.01).Conclusion Undergraduate nursing students' disposition of critical thinking and mental self-supporting were on medium level.The subscales of self-decision,self-cognition,self-confidence and self-charge have huge influence on critical thinking disposition.Nursing educators should make an effort in the above 4 aspects so as to improve undergraduate nursing students' critical thinking disposition.

Effects of research practical reaching mode on the critical thinking and innovation ability of nursing students / 中国实用护理杂志

Objective To explore the effect of research practical teaching mode on the critical thinking ability and innovation ability of nursing in the course of community nursing teaching.Methods The research practical teaching was provided for 90 nursing students.They were investigated with the WatsonGlaser Critical Thinking Appraisal (WGCTA) and the test of self innovation level scale before and after teaching.Results After the teaching,the total score of critical thinking and the score of innovation ability among nursing students were significantly improved.the recognition hypothesis,deduction, explanation,evaluation discussed dimensions were statistically significant,but before and after teaching reasoningdimensions showed no significant difference.Conclusions Research practical teaching mode can improve critical thinking ability and innovation ability of nursing students in the course of community nursing teaching.

Application of Seminar method in teaching Introduction of Nursing Science for advanced vocational nursing students / 中国实用护理杂志

Objective To explore the effect of seminar applied in instruction of Introduction of Nursing Science for advanced vocational nursing students.Methods A total of 246 advanced vocational nursing students admitted in 2013 from class 1 to class 5 were named as the control group,who received traditional teaching method.Meanwhile a total of 252 advanced vocational nursing students admitted in 2013 from class 6 to 10 were set as the experimental group,and were given seminar teaching.We adopted California Critical Thinking Dispositions Inventory Scale,Academic Self-efficacy Scale and an anonymous questionnaire for teaching satisfaction.Theoretical examination was used to be final evaluation.Results The scores of theoretical examination in the experimental group were higher than that of the control group.The scores of critical thinking ability and academic self-efficacy of the experimental group were higher than those of the control group,with a significant difference.The result of the anonymous questionnaire showed that the experimental group showed a higher satisfaction degree with seminar teaching method.Conclusions Seminar teaching method applied in Introduction of Nursing Science is feasible and effective,which is better than traditional method in improving critical thinking ability,academic self-efficacy and teaching satisfaction.

Practice and exploration of emergency clinical training for medical students / 中华医学教育探索杂志

Objective To compare the results of emergency clinical training for medical students and to put forward some suggestions.Methods Toatlly 207 medical students of Grade 4 studied in the first people' s hospital of Shanghai Jiaotong university from 2009 to 2011 were divided into the traditional group (n =90 ) and the experimental group (n =117 ).The students in the experimental group participated in emergency clinical training in summer vacation while those in the traditional group did not.Questionnaires about their self-learning ability,clinical communicating ability and critical thinking ability after training the were conducted and the data were analyzed by descriptive statistical analysis.Results One hundred and five effective questionnaires were recovered from the experimental group,with the recovery rate 89.7％ and 62 effective questionnaires were recovered from the traditional group,with the recovery rate 68.9％.The scores about clinical communicating ability and critical thinking ability of the experimental group were significantly highcr than those of the traditional group [ (79.45 ± 9.354)vs.(75.87 ± 9.926),(263.38 ± 30.925 ) vs.(251.36 ± 23.679),P ＜ 0.05 ].However,there was no significant difference in scores about self-learning ability between the two groups [ ( 153.97 ± 23.725 ) vs.( 149.83 ± 13.891 ),P ＞ 0.05].Conclusion Emergency clinical training is helpful to improve medical students' clinical communicating ability and critical thinking ability.It is worth popularizing.

Investigation and analysis in critical thinking ability and self-directed learning competence of nurses in surgery department / 中国实用护理杂志

Objective To learn surgical nurses about their critical thinking ability and learning ability in order for nursing administrators to provide theoretical basis for improvement of critical thinking and self-learning ability of surgical nurses. Methods We investigated 200 nurses of three hospitals in surgery by California Critical Thinking Disposition Inventory(CCTDI) and Scale of Self-directed Learning Competence. Results Surgical nurse' critical thinking score was (282.41±19.87), and has a positive critical thinking; self-learning ability score was (131.65±10.29), the overall scores was at higher levels. Conclusions Care managers should pay attention to the surgical nurse' critical thinking skills and independent learning abilities and improve their quality of nursing staff.