• Title, Summary, Keyword: Critical thinking disposition

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The Effects of Critical Thinking Disposition and Self-esteem to Self-leadership of Nursing Student (간호대학생의 비판적 사고성향과 자아존중감이 셀프 리더십에 미치는 영향)

  • Lee, Sun-Young;Jeon, Seon-Yeong;Kim, Yun-Young
    • The Korean Journal of Health Service Management
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    • v.10 no.1
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    • pp.155-165
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    • 2016
  • Objectives : The purpose of this study was to evaluate the effect of critical thinking disposition and self-esteem to self-leadership in nursing students. Methods : In this study, 273 data was collected from nursing students of K-university in South Korea from Sep. 2015 to Nov. 2015, and the collected data was analyzed using SPSS 22.0 Statistics Program. Results : The results showed that both of critical thinking disposition and self-efficacy according to school year are significant to self-esteem. It was found that critical thinking disposition, self-esteem and self-leadership has a positive correlation. Critical thinking disposition and self-esteem were predictors of self-leadership with 46% of influence. Conclusions : The nursing training program needs to be developed to promote critical thinking and self-esteem in the nursing curriculum, so that the nursing students can demonstrate the ability as a nursing leader in the various fields of clinical practice and health care.

Critical Thinking in Nursing Science: A Literature Review (간호학적 비판적 사고능력에 대한 문헌고찰)

  • Shin, Su-Jin;Jung, Duk-Yoo
    • Korean Journal of Adult Nursing
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    • v.21 no.1
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    • pp.117-128
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    • 2009
  • Purpose: The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. Methods: This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. Results: The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. Conclusion: The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.

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Relationships between Critical Thinking Disposition, Professional Nursing Competence and Job Satisfaction in Clinical Nurses (임상간호사의 비판적 사고성향, 간호수행능력 및 직무만족도)

  • Sung, Mi-Hae;Eum, Ok-Bong
    • Journal of Korean Academy of Nursing Administration
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    • v.15 no.1
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    • pp.26-36
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    • 2009
  • Purpose: This study was undertaken in order to investigate the relationships between critical thinking disposition, professional nursing competence and job satisfaction in clinical nurses. Method: A convenience sample of 221 registered nurses were obtained from one hospital in Seoul. The data were analyzed by descriptive statistics, t-test, ANOVA, Scheffe' test, Pearson correlation coefficient using SPSS WIN 14.0 program. Results: There were a statistically significant difference in the critical thinking disposition according to age, marital status, career length, and department. There were a statistically significant difference in professional nursing competence according to role, age, career length, current position, and department. There were a statistically significant difference in job satisfaction according to age, marital status, career length, and department. A significant positive correlation between critical thinking disposition and professional nursing competence, and job satisfaction was found. Conclusion: Critical thinking disposition, professional nursing competence and job satisfaction of clinical nurses are significantly related. To improve professional nursing competence and job satisfaction of clinical nurses, it need to use actively the critical thinking disposition with resonable salary. And it need to prepare the nursing education and strategy to increase the job satisfaction of clinical nurses.

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Professional Self-Concept, Critical Thinking Disposition and Clinical Competence in Nursing Students (간호대학생의 전문직 자아개념, 비판적 사고성향과 임상수행능력에 관한 연구)

  • Shin, Kyung-Ah;Cho, Bok-Hee
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.19 no.1
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    • pp.46-56
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    • 2012
  • Purpose: The purpose of this study was to identify the relationships among professional self-concept, critical thinking disposition and clinical competence in nursing students. Method: The participants in the study were 505 nursing students, 262 associate degree nursing students and 243 baccalaureate nursing students, all in schools in Gwangju or South Jeonla Province. A questionnaire survey was conducted from April 25 to May 27, 2011. Statistical processing was performed with SPSS 18.0 Version and the data were analyzed using t-test, ANOVA, Scheff$\acute{e}$ test, Pearson correlation coefficients, and multiple stepwise regression. Results: There was a positive correlation among clinical competence and professional self-concept, critical thinking disposition. The most effective factor for clinical competence was professional practice in professional self-concept, followed by prudence and objectivity in critical thinking disposition. The total explanation of clinical competence was 46.2%. Conclusion: The results of this study indicate confirm that professional self-concept and critical thinking disposition have an effect on clinical competence in nursing students. Accordingly in order to improve clinical competence, it is necessary to provide practice environment and educational curriculum that enhance the professional self-concept and critical thinking disposition of nursing students.

Critical Disposition and Clinical Competency in 3 Nursing Colleges with Different Education Methods (교수학습방법에 따른 3개 간호대학생의 비판적 사고성향과 임상수행능력)

  • Yang, Sun-Hee;Lee, Og-Cheol;Lee, Woo-Sook;Yoon, Jin;Park, Chang-Seung;Lee, Suk-Jeong
    • The Journal of Korean Academic Society of Nursing Education
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    • v.15 no.2
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    • pp.149-158
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    • 2009
  • Purpose: This study investigated critical thinking disposition and clinical competency of senior nursing students in 3 nursing colleges whose education methods were different; lecture based education, partially problem based learning (PBL) applied education or whole problem based learning applied education. Method: Participants were 399 diploma nursing students, and 92 undergraduate nursing students. The instruments used for this study were critical thinking disposition scales and clinical competency scales. Results: There was no statistical difference on critical thinking disposition except healthy skepticism between the 3 colleges. Clinical competency of the lecture based college was the highest. A significant positive correlation between critical thinking disposition and clinical competency were found in students whose scores of critical thinking disposition were greater than the median. Conclusion: This finding indicates that there is a need for further research on diverse nursing students who are studying by a various methods, prior to acceptance of a paradigm shift in nursing education from conventional lecture based methods to PBL applied methods.

Influence of Nurses' Critical Thinking Disposition and Self-Leadership on Clinical Competency in Medium Sized Hospitals (중소병원 간호사의 비판적 사고성향과 셀프리더십이 임상수행능력에 미치는 영향)

  • Lee, Sun Hwa;Lee, Eun Ja
    • Journal of Korean Clinical Nursing Research
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    • v.24 no.3
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    • pp.336-346
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    • 2018
  • Purpose: This study was conducted to identify nurses'critical thinking disposition, self-leadership and clinical competency in small to medium sized hospitals less than 300beds. Methods: Data were collected using the questionnaire from 227 nurses in Incheon city and Gyeonggi province from March to April, 2017. The data were analyzed using t-test, ANOVA and $Scheff{\acute{e}}^{\prime}s$ test to identify differences in critical thinking disposition, self-leadership and clinical competency. Pearson correlation coefficients were used to identify the correlation among the study variables, and multiple regression was used to identify factors contributing to clinical competency. Results: There were significant differences in critical thinking disposition according to age, marital status, clinical career, career in currently working department and education about leadership. Significant differences in self-leadership were identified according to marital status, work position, working department, work type, education about leadership, and turnover intention. Clinical competency was significantly different depending on age, education, monthly income, work position, career in currently working department, work type, education about critical thinking disposition and education about leadership. Clinical competency was positively correlated critical thinking disposition and self-leadership. Critical thinking deposition, monthly income and self-leadership explained 30.1% of clinical competency of nurses working in small to medium sized hospitals. Conclusion: The results of this study suggest that we need to improve nurses'critical thinking disposition, self-leadership, and the clinical competency.

The effect of SIM-PBL eduction on critical thinking disposition and self-efficacy in paramedic students (문제기반학습 연계 시뮬레이션(SIM-PBL) 교육이 응급구조과 학생들의 비판적 사고경향과 자기효능감에 미치는 영향)

  • Cho, Hye-Young
    • The Korean Journal of Emergency Medical Services
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    • v.17 no.3
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    • pp.61-71
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    • 2013
  • Purpose: This study was conducted to evaluate the effects of the simulation education integrated with problem based learning on critical thinking disposition and self-efficacy on paramedic students. Methods: The study subjects were 48 students. Pre and post design with nonequivalent control group was assigned. The experimental group received the one week education for 4 weeks(4 sessions in total) with 90 minutes for each session. The control group received a regular skill training curriculum. Results: The experimental group showed significantly higher improvement of self-efficacy and critical thinking disposition preference compared with the control group. Conclusion: These findings indicate that simulation education with scenario was effective in improving the critical thinking disposition and self-efficacy in paramedic students.

Critical Thinking Disposition, Professional Self-Concept and Clinical Competence in Nursing Students (간호대학생의 비판적 사고성향, 전문직 자아개념 및 임상수행능력)

  • Park, In-Soon;Kim, Ran
    • The Korean Journal of Health Service Management
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    • v.7 no.4
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    • pp.105-117
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    • 2013
  • The purpose of this study was to identify the relationships among critical thinking disposition, professional self-concept and clinical competence in nursing students. The participants were 291 nursing students in Gwangju Province. A questionnaire survey was conducted from March 02 to 16, 2013. Data were analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, pearson's correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0 version. There was a significant positive correlations among critical thinking disposition, professional self-concept, and clinical competence. The variable predicting clinical competency were professional self-concept and critical thinking disposition. These factors accounted for 44.1% of the variance. The findings of this study suggest that the most influential factor for clinical competence was professional self-concept. Therefore it is necessary to improve professional self-concept through effective education program.

A Study of Communication Style, Critical Thinking Disposition, Job Satisfaction and Job Stress in Hospital Nurses (간호사의 의사소통 유형, 비판적 사고 성향, 직무만족도 및 직무 스트레스에 관한 연구)

  • Park, Hyo-Mi;Lee, Hea-Shoon
    • Perspectives in Nursing Science
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    • v.8 no.2
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    • pp.105-112
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    • 2011
  • Purpose: The purpose of this study was to identify the predictors of job stress in hospital nurses. The predictors of job stress were the subject's general characteristics, communication style, critical thinking disposition and job satisfaction. Methods: 294 nurses who had worked in a hospital participated in this study. The data were analysed with descriptive analysis methods including a t-test, ANOVA, Scheffe test, Pearson correlation coefficient and multiple regression analysis. Results: The job stress score for nurses was 111.6. There was a statistically significant difference between job stress and marriage status (p<.001), education (p<.001), clinical career (p<.001), position (p<.001), communication style (p<.001), critical thinking disposition (p<.001), and job satisfaction (p<.001). Critical thinking disposition, job satisfaction and clinical career together accounted for 36.88% of the total variation in job stress. Conclusion: Based on the findings of this study, the development of a nursing intervention program that can lead to an improvement in critical thinking disposition is suggested.

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The Relationship among Hesitation Factor of Questions, Critical Thinking Disposition, and Problem Solving: The University Student's Perspective (대학생의 질문저해요인과 비판적 사고성향 및 문제해결능력)

  • Woo, Chung-hee;Yoo, Jae Yong;Park, Ju-young
    • The Journal of Korean Academic Society of Nursing Education
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    • v.21 no.3
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    • pp.320-329
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    • 2015
  • Purpose: The purpose of this study was to identify the relationship among hesitation factor of questions, critical thinking disposition, and problem solving. Methods: Data were collected from 370 students at a university in D city using a structured questionnaire from April 1 to April 15, 2015. It was analyzed with frequency analysis, descriptive statistics, t-tests, ANOVA, and correlation analysis. Results: Subjects scored an average of $2.62{\pm}.52$ for hesitation factor of questions, $3.53{\pm}0.42$ for critical thinking disposition, and $3.44{\pm}0.44$ for problem solving. There were significant differences in the three variables according to satisfaction with major, self-expression, and interpersonal relationships. In addition, hesitation factor of questions exhibited a significant difference between genders. Hesitation factor of questions had a negative relationship with critical thinking disposition (r=-.23, p<.001) and with problem solving (r=-.34, p<.001). In addition, there was a statistically significant positive correlation between critical thinking disposition and problem solving (r=.69, p<.001). Conclusion: In order to improve critical thinking disposition and problem solving, we need to generate a lot of questions to the student's inside. We also need to develop appropriate teaching methods so that this can be expressed by the actual question coming from the control hesitation factor of questions.