• Title, Summary, Keyword: Critical thinking disposition

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The Relationship between Critical Thinking Disposition and Self-Efficacy of College Nursing Students (간호대학생의 비판적 사고성향과 자기효능감과의 관계)

  • Kim, Kyung-Hae;Kim, Gyung-Duck
    • The Journal of Korean Academic Society of Nursing Education
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    • v.13 no.2
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    • pp.229-236
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    • 2007
  • Purpose: The purpose of this study was to investigate the relationship between critical thinking disposition and self-efficacy of college nursing student. Method: Data was collected from 186 nursing students in D and M cities. Result: The average scores were; critical thinking disposition 62.59 and self efficacy 88.91. The critical thinking disposition level was significantly different according to the general characteristics of the high school system. The self-efficacy level was significantly different according to the general characteristics of gender. The critical thinking disposition level and self-efficacy level showed a positive correlation(r=.335, p<.000). Conclusion: A strategy for development of the critical thinking disposition and self-efficacy is needed for nursing students.

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Effects of Nursing Practice Environment and Self-esteem on Critical Thinking Disposition among Clinical Nurses (임상간호사의 간호근무환경과 자아존중감이 비판적 사고성향에 미치는 영향)

  • Choi, Eunju;Hwang, Jihyeon;Jang, Insil
    • Journal of Korean Academy of Nursing Administration
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    • v.23 no.2
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    • pp.161-169
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    • 2017
  • Purpose: This study was a cross-sectional study done to determine the relevance and impact factors of nursing practice environment and self-esteem on critical thinking disposition in clinical nurses. Methods: A survey was conducted from March to May 2015 with self-report questionnaire. Participants were 281 registered nurses working in one tertiary hospital. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation, and multiple regression with SPSS/WIN 21.0. Results: Factors affecting the nurses' critical thinking disposition included age (F=7.23, p<.001), educational background (F=7.82, p<.001), position (F=14.95, p<.001), clinical career (F=7.66, p<.001). Further, critical thinking disposition had a positive correlation with nursing practice environment (r=.60, p<.001) and self-esteem (r=.41, p<.001). Self-esteem and nursing practice environment accounted for 43% of the variance in critical thinking disposition. Conclusion: The study findings show that critical thinking disposition is influenced by nursing foundations for quality of care and the collegial nurse-physician relations of nursing practice environment. Therefore, it's necessary to provide continuing education for clinical nurses to reconstruct the organizational culture of nurses and physician partnerships. In addition, increasing self-esteem through various motivational programs should increase critical thinking disposition.

Multiple intelligences and critical thinking disposition in nursing students (간호학생의 다중지능과 비판적 사고 성향)

  • Hwang, Eunhee;Shin, Su Jin
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.21 no.4
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    • pp.433-445
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    • 2014
  • Purpose: This study was conducted to examine relationships between critical thinking disposition and multiple intelligences. Method: Participants were nursing students (N=186) who completed a questionnaire assessing critical thinking disposition and multiple intelligences. Data were analyzed using descriptive statistics, t-test, analysis of variance with post hoc comparison, and Pearson correlation coefficients. Results: For type of multiple intelligences, 32.9% of students had the strongest fit for "interpersonal intelligence" type and 20.1% for "intrapersonal intelligence" type. Mean score for critical thinking disposition was $3.42{\pm}0.37$. Factors related to critical thinking disposition were participation in club activities (F=5.962, p=.001) with a representative role in the club (t=2.140, p=.034). There were significant differences in interpersonal intelligence scores by personality traits (t=2.445, p=.015), participation in club activities (F=10.003, p<.001), and friendship (t=2.539, p=.012); and significant differences in intrapersonal intelligence scores by participation in club activities (F=3.862, p=.010), having a representative role in the club (t=2.101, p=.037), and friendship (t=2.220, p=.029). Conclusion: Results indicate that critical thinking disposition is significantly associated with multiple intelligences and suggest that multiple intelligences should be considered to enhance critical thinking disposition when tailored teaching is adopted in nursing education.

The influence of internet-use Anatomy class on critical thinking disposition - Flipped learning method applying-

  • Kim, Jung-ae;Kim, Su-min;Yang, Dong-hwi
    • International Journal of Internet, Broadcasting and Communication
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    • v.10 no.2
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    • pp.60-67
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    • 2018
  • The purpose of this study was to examine the effects of internet-use Anatomy class, as one of the Flipped learning method, on critical thinking disposition. The class for this study was conducted from March 1 to April 10, 2018. The study involved a total of 180 people in the first year of a University located in C province. Data collection was carried out before and after the Flipped learning method application. Frequency analysis, Paired t-test, Pearson correlation, and Regression analysis were used for the analysis. According to the analysis, 28.3% of men and 71.1% of women and before applying the program analysis of correlation between Flipped learning perception and critical thinking disposition showed a significant correlation between confidence(sub-component of critical thinking) only (p<.005). Comparing the scores of critical thinking before and after the program, it was found that Truth seeking (p<.001), Open-mindness (p<.005), Confidence (p<.001), Systematicity (p<.005), Analyticity (p<.001), and Inquisitiveness (p<.001) scores had increased significantly except Maturity (p>.005). And the regression analysis of Flipped learning method applying influence on critical thinking disposition were significantly affected (p<.001). Based on the results of this study, it was possible to determine that Flipped learning method had a positive effect on critical thinking disposition.

Relationship between Critical Thinking Disposition and Clinical Decision-Making Abilities in Home Health Advanced Practice Nurses (가정전문간호사의 비판적 사고성향과 임상의사결정능력과의 관계)

  • Choi, Seong Mee;Lee, Mi Kyoung
    • Journal of Korean Academic Society of Home Health Care Nursing
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    • v.21 no.2
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    • pp.147-155
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    • 2014
  • Purpose: Clinical decision-making carried out by nurses is a complex process that influences the quality of care provided and various patient outcomes. This study examined the relationship between critical thinking disposition and clinical decision-making abilities in home health advanced practice nurses. Method: The study had a non-experimental correlational design. Data were collected from 100 home health advanced practice nurses in 20 hospitals. Results: The mean critical thinking disposition score was $3.69{\pm}.39$ out of 5 and the mean score for clinical decision-making abilities was $3.48{\pm}.22$ out of 5. In this correlation analysis, a significant positive correlation (r=.58, p<.001) was found between critical thinking disposition and clinical decision-making abilities of home health advanced practice nurses. Conclusion: In order to improve the clinical decision-making ability of home health advanced practice nurses, we need to improve their critical thinking disposition. In order to make this change, appropriate training program are needed to increase the critical thinking disposition and clinical decision-making abilities of home health advanced practice nurses.

Influence of Nurses' Performance with Critical Thinking and Problem Solving Process (비판적 사고성향과 문제해결과정이 간호업무수행에 미치는 영향)

  • Choi, Hae-Ran;Cho, Dong-Sook
    • Korean Journal of Women Health Nursing
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    • v.17 no.3
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    • pp.265-274
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    • 2011
  • Purpose: This study determined the correlation between nurses' critical thinking disposition; problem solving process; and nursing performance. It also examined the impact of critical thinking disposition and problem solving process on nursing performance. Methods: The data was collected from 419 nurses. Descriptive statistics, t-test, ANOVA, scheffe test, pearson correlation analysis and multiple regression analysis were performed. Results: Nursing performance showed that there were differences according to age, marital status, educational level, total number of years in the career and the length of employment in the present department. The problem solving process showed differences in the educational level. Critical thinking disposition showed differences according to age, educational level and total number of years in the career. Problem solving process and nursing performance showed a positive relationship whereas critical thinking disposition and nurses' performance showed a positive relationship. Factors affecting nursing performance, were nurses' age, duration of employment in the present department, problem solving process and critical thinking disposition. This model was statistically significant and showed 22.1% of the total variance. Conclusion: The attention of nursing administrators should be drawn to the consideration that a certain amount of experience in the current department is positively related to nursing performance. Furthermore, in order to provide a improvement in professional nursing performance, educational programs towards nurses' critical thinking disposition and problem solving process should be provided.

Effect of a Situational Module Learning Course on Critical Thinking Disposition and Metacognition in Nursing Students: A Quasi-experimental Study (간호대학생의 비판적 사고성향, 메타인지에 대한 상황모듈학습 프로그램 적용 효과)

  • Park, Kwang Ok;Yu, Mi
    • The Journal of Korean Academic Society of Nursing Education
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    • v.25 no.2
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    • pp.251-262
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    • 2019
  • Purpose: This study aimed to identify the effect of a situational module learning course on critical thinking disposition and metacognition in sophomore nursing students. Methods: This study was a non-equivalent control-group pretest-posttest quasi-experimental design; the participants included 64 nursing students (32 in the experimental and 32 in the control group) from two Korean universities. Critical thinking disposition and metacognition between the control and intervention groups were measured before and after program participation. Data collection was conducted between September 1 and December 15, 2016. An independent t-test was used to determine differences in critical thinking disposition and metacognition between the groups and Pearson's correlations were measured for correlation with critical thinking disposition and metacognition. Results: The intervention group showed higher critical thinking disposition (t=3.16, p=.002); intellectual integrity (t=2.85, p=.006); and open-mindedness (t=3.30, p=.002) relative to those of the control group. However, there were no statistical differences in metacognition between the two groups (t=-0.14, p=.888). A significant positive correlation between metacognition and critical thinking disposition was found. (r=.62, p<.001). Conclusion: The situational module learning course developed in this study could be used to promote critical thinking disposition in nursing students.

Relationship between the Practice Environment of Nursing and Critical Thinking Disposition of Nurses in Local General Hospitals (지방 종합병원 간호사의 근무환경과 비판적 사고성향)

  • Lee, Ji Yun;Pak, So Young
    • Journal of Korean Academy of Nursing Administration
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    • v.20 no.2
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    • pp.145-153
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    • 2014
  • Purpose: The purpose of this study was to identify the relationship between the practice environment of nursing and the critical thinking disposition of clinical nurses in local general hospitals. Methods: A convenience sample of 468 registered nurses was obtained from three local general hospitals. Data were collected by a self-administered questionnaire during November, 2012. The survey tools were the K-PES-NWI verified by Cho et al (2011) and the critical thinking disposition instrument developed by Yoon (2004). Data were analyzed using descriptive statistics, one-way ANOVA with Scheff$\acute{e}$ test and multiple regression with SPSS/WIN 18.0. Results: The mean score for practice environment of nursing was $3.3{\pm}0.4$ and for critical thinking disposition, $2.3{\pm}0.4$. There were statistically significant differences in critical thinking disposition according to age, education, length of career, current position, and marital status. In multivariate analysis, factors related to critical thinking disposition were collegial nurse-physician relations and education level. Conclusion: The results of the study indicate that collegial nurse-physician relations in the nursing practice environment are related to nurses' critical thinking disposition, and thus, it is important to improve the practice environment as well using individual approaches including on-the-job training to improve nurses' critical thinking disposition.

Critical Thinking Disposition, Problem Solving Ability, and Clinical Competence in Nursing Students (간호대학생의 비판적 사고성향, 문제해결능력 및 임상수행능력 조사연구)

  • Chaung, Seung-Kyo
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.18 no.1
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    • pp.71-78
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    • 2011
  • Purpose: The purpose of this study was to investigate the critical thinking disposition, problem solving ability, and clinical competence of nursing students in a 4-year baccalaureate university program. Methods: In this study, a descriptive survey design was used with convenience sample of 228 nursing students at a University in Chungbuk Province. Data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple stepwise regression. Results: The mean scores for critical thinking disposition, problem solving ability, and clinical competence were at the intermediate level. Significant positive correlations among critical thinking disposition, problem solving ability, and clinical competence were found. The regression model explained 46.8% of clinical competence. Problem solving confidence was the most significant predictor of clinical competence, other variables were intellectual fairness, intellectual eagerness/curiosity, and prudence. Conclusion: The study findings suggest that nursing students with higher levels of critical thinking disposition and problem solving ability will have a higher level of clinical competence. Furthermore, problem solving confidence might be the most important predictor in clinical competence. Therefore, it is necessary to introduce the new teaching strategies in nursing education, strategies that will improve critical thinking disposition, problem solving ability, and clinical competence.

Effect of Critical Thinking Disposition on Emotional Regulation, Perceived Stress and Communication Competence among Nursing Students (간호대학생의 비판적 사고성향이 감정조절, 지각된 스트레스, 의사소통능력에 미치는 영향)

  • Lee, Ji-Yun;Lee, Yong-Mi;Pak, So-Young;Lee, Mi-Ja;Jung, You-Hee
    • The Journal of Korean Academic Society of Nursing Education
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    • v.19 no.4
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    • pp.606-616
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    • 2013
  • Purpose: The purpose of this study was to investigate the effect of critical thinking disposition on emotional regulation, perceived stress and communication competence of students in nursing. Methods: A total of 362 students were recruited from two nursing colleges in C and S city. Data were collected by means of self reported questionnaires from December 1 to 15, 2012 and analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and multiple regression with SPSS 18.0. Results: A positive correlation was found between critical thinking disposition and seeking support emotional regulation, active emotional regulation and communication competence. A negative correlation was found between critical thinking disposition and perceived stress. Critical thinking disposition was the strongest predictor of seeking support emotional regulation, active emotional regulation, perceived stress and communication competence. Conclusion: The results of this study suggest that to enhance positive emotional regulation and communication competence and to reduce stress for nursing students, it is necessary to develop a teaching program and curriculum for increasing critical thinking disposition.