• Title, Summary, Keyword: Critical thinking disposition

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Correlations Among Nursing Professionalism, Critical Thinking Disposition and Self-leadership in Nursing Students (일 간호대학생의 간호전문직관, 비판적사고 성향, 셀프리더십)

  • Park, Hyun Ju
    • The Journal of Korean Academic Society of Nursing Education
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    • v.21 no.2
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    • pp.227-236
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    • 2015
  • 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 ($3.48{\pm}.50$), critical thinking disposition ($3.14{\pm}.27$), self-leadership ($3.44{\pm}.40$) 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.

A Study on the Critical Thinking Disposition, Self-directed Learning Readiness and Professional Nursing Competency (간호사의 비판적 사고성향, 학습 관련 자기주도성 및 간호업무수행능력에 관한 연구)

  • Park, An-Na;Chung, Kyung-Hee;Kim, Weon Gyeong
    • Journal of Korean Academy of Nursing Administration
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    • v.22 no.1
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    • pp.1-10
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    • 2016
  • 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, $Scheff{\acute{e}}$' 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.

Effects of Grit and Critical Thinking Disposition on Nursing Students' Clinical Competence (간호대학생의 그릿(Grit)과 비판적 사고성향이 임상수행능력에 미치는 영향)

  • Cho, Sook-Hee;Yun, Kyung-Soon
    • The Korean Journal of Health Service Management
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    • v.14 no.2
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    • pp.117-129
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    • 2020
  • Objectives: A descriptive survey was used in this study to identify the relationship between nursing students' grit, critical thinking disposition, and clinical competence and to examine factors that influence clinical competence. Methods: Data were collected from 241 nursing students and analyzed using t-test, ANOVA, Scheffé test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 24.0 PC program. Results: Clinical competence was found to have significant pure correlations with critical thinking disposition (r=.49, p<.001), and grit (r=.31, p<.001). The most influential factors influencing nursing students' clinical competence were critical thinking disposition (β=.35, p<.001), and grit (β=.28, p<.001), and these factors explained 33% of the variance in clinical competence. Conclusions: The findings indicate the need to develop and apply strategies and educational programs to enhance individual nurse's critical thinking disposition and grit. Furthermore, exploration is needed on ways to enhance clinical competence.

The Effect of Learning Style and Critical Thinking Disposition on Communication Skill in Nursing Students (간호대학생의 학습유형과 비판적 사고성향이 의사소통능력에 미치는 영향)

  • Jeong, Gye Seon;Kim, Kyoung Ah;Seong, Ji A
    • The Journal of Korean Academic Society of Nursing Education
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    • v.19 no.3
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    • pp.413-422
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    • 2013
  • Purpose: This study was designed to explore the influencing factors on communication skill of nursing students and to investigate the relationship between learning style, critical thinking disposition and communication skill, Methods: The study sample was composed of 559 nursing students. Data was collected from 1st to 30th, May 2012 used a questionnaire which included Kolb's learning style inventory, critical thinking disposition inventory, communication skill inventory. The SPSS 18.0 Window program was used for descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and stepwise multiple regression. Results: Learning styles of subjects were diverging 39.5%, accommodating 32.6%, assimilating 22.7%, and converging 5.2%. The total mean score of critical thinking disposition and communication skill was 3.58 and 3.39 respectively. The score of Critical thinking disposition(t=3.06, p=.002) and Communication skill(t=3.25, p=.002) significantly differed between clinical practice satisfaction. Communication skill was the most significant predictor and accounted for 41.3% of the variance in critical thinking disposition in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely on one style. There should be more emphasis placed on the development of positive critical thinking disposition and communication skill of nursing students.

Correlation Between Critical Thinking Ability and Disposition of University Nursing Students for the Development of Convergence (대학생의 융복합 능력 함양을 위한 비판적 사고력과 비판적 사고성향의 연관성)

  • Yu, Seung-Hee;Kang, Jeong-Hee
    • Journal of Digital Convergence
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    • v.13 no.6
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    • pp.197-203
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    • 2015
  • This study was investigate difference between critical thinking ability and disposition for the development of convergence. Data were collected from Nov. 5th to 16th 2012, using critical thinking instruments. There was no statistically significant difference in critical thinking ability according to scholastic standards and problem-based learning classes but difference according to level of education(senior students were higher than the other grades), clinical practice education and completion of critical thinking subject. There was no statistically significant difference in critical thinking disposition according to anything. Upon examining the correlation between critical thinking ability and disposition, it was significant, although small. Therefore we should separate for evaluation into two parts; critical thinking ability and disposition.

Relationship between Critical Thinking Disposition, Clinical Decision Making and Job Satisfaction of Cancer Center Nurses (암전문병원 간호사의 비판적 사고성향, 임상 의사결정능력, 직무만족도에 관한 연구)

  • Jung, Sam-Chul;Jung, Duk-Yoo
    • Journal of Korean Academy of Nursing Administration
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    • v.17 no.4
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    • pp.443-450
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    • 2011
  • Purpose: This study was a descriptive correlation study to increase understanding of, and relationships among critical thinking disposition, clinical decision making and job satisfaction of cancer center nurses. Method: The participants in this study were 150 nurses working in one cancer center located in Gyeonggi Province. The statistic program, SPSS WIN17.0 was used for data analysis and data were analyzed using t-test, ANOVA, and Pearson correlation. Results: The critical thinking disposition of the participants showed statistically significant differences according to areas of practice (F=4.426, p=.005), and current position (F=9.346, p=.000). For clinical decision making of the participants, statistically significant differences were found according to current position (F=10.667, p=.000). Furthermore, for job satisfaction, there were statistically significant differences according to income (F=6.779, p=.002), length of career (F=2.701, p=.033) and current position (F=5.423, p=.005). There were significant positive correlations for critical thinking disposition with clinical decision making, and with job satisfaction. Conclusions: The results of the study indicate that to improve clinical decision making and job satisfaction of cancer center nurses, it is necessary to increase critical thinking disposition. To make this change, appropriate programs are needed to increase critical thinking and clinical decision making of general cancer center nurses.

A Study on the Critical Thinking Disposition and Clinical Competency of Nursing Students (간호대학생의 비판적 사고성향과 임상수행능력에 관한 연구)

  • Cho, Hak-Soon
    • The Journal of Korean Academic Society of Nursing Education
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    • v.11 no.2
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    • pp.222-231
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    • 2005
  • Purpose: The purpose of this study was to identify the relationship between critical thinking disposition and clinical competency of nursing students. Method : The sample consisted of 151 nursing students, who have ever had clinical practice. Data were collected by self reporting questionnaire for 13 days from April 18-30, 2005. The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test, Pearson Correlation Coefficient with SPSS Programs. Result : The result of this study were as follows : 1. The total mean score of critical thinking dispositions in the nursing students was moderately(3.50). There was a statistically significant difference in critical thinking disposition according to satisfaction with the nursing major(F=5.563, p=.005). 2. The total mean score of clinical competency in the nursing students was slightly high(3.37). There was a statistically significant difference in clinical competency according to adaptation with the nursing major(F=5.202, p=.007), satisfaction with clinical practice(F=3.172, p=.045). 3. A significant positive correlation between critical thinking disposition and clinical competency was founded(r= .421, p<.000). Conclusion : In conclusion, this study revealed that critical thinking disposition influences clinical competence. Therefore, the finding of this study may provide significant basic data for nursing education and nursing practice.

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Effects of S-PBL in Fundamental Nursing Practicum among Nursing Students : Comparision Analysis of a Ordinary Least Square and a Quantile Regression for Critical Thinking Disposition (간호학생의 기본간호학실습 교과목에서 S-PBL의 효과 : 비판적 사고성향을 중심으로 최소자승법과 분위회귀분석의 비교분석)

  • Jun, Won Hee;Lee, Eunju
    • The Journal of the Korea Contents Association
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    • v.13 no.11
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    • pp.1036-1045
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    • 2013
  • The purpose of this study was to examine the effects of Simulation as a Problem-Based Learning (S-PBL) on critical thinking disposition, self-efficacy, and learning attitude and to compare an ordinary least square and a quantile regression method in impacting factors on critical thinking disposition. 143 students from six classes were randomly selected from a total of ten fundamental classes were assigned 66 in the control group and 77 in the experimental group. The results were that the experimental group received S-PBL and improved their critical thinking disposition and self-efficacy compared to the traditional learning method. In ordinary least square, affecting factors on critical thinking were the learning method and self-efficacy and these variables explained 41.0% in the critical thinking disposition. The results of the quantile regression method showed that affecting factors of critical thinking disposition were learning attitude of 0.1 quantile to 0.7 quantile and self-efficacy of all quantiles, and learning attitude of 0.4, 0.6, and 0.7 quantiles. Conclusion: The S-PBL is an effective method for nursing students who have low critical thinking disposition score to increase critical thinking disposition. And instructors can actively use S-PBL to enhance critical thinking disposition as well as self-efficacy in class.

A Study on the Ego Resilience, Critical Thinking Disposition and Satisfaction in Major in Nursing students (간호대학생의 자아탄력성과 비판적 사고 성향 및 전공만족도에 관한 연구)

  • Kim, Eun Hee
    • Journal of Korean Clinical Health Science
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    • v.4 no.4
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    • pp.720-729
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    • 2016
  • Purpose. This study was conducted to define Ego resilience, Critical thinking disposition and satisfaction in major, and to relationships among above variables. Methods. Participants in the study were selected as 163 P city nursing students in Korea. Data were collected from October 26 to December 16, 2016. Date were analyzed by frequencies, t-test, ANOVA, Scheffes' test and Pearson's correlation coefficients using SPSS WIN/PC 22.0. Results. It was found that there were significant differences in the ego resilience depending on relationship with friends and admission motivations. Satisfaction in major was significantly different according to relationship with friends. Significant correlations were found between ego resilience, critical thinking disposition, and satisfaction in major in nursing students. Conclusions. It is necessary to develop and implement program for improving ego resilience and critical thinking disposition in order to increase the satisfaction of major in nursing students.

The Influence of Self-directed Learning & Critical Thinking Disposition on Clinical Competence in Nursing Students (간호학생의 자기주도적 학습, 비판적 사고성향이 임상수행능력에 미치는 영향)

  • Kwon, Mal-Suk
    • The Journal of Korean Academic Society of Nursing Education
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    • v.17 no.3
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    • pp.387-394
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    • 2011
  • Purpose: The purpose of this study was to investigate self-directed learning and critical thinking disposition which influence clinical competence in nursing students. Method: As a descriptive study, a total of 271 third year students were recruited from a nursing college in Daegu. A structured questionnaire was self-administered from June 7, 2011 to June 10, 2011. The data were analyzed using SPSS/WIN version 12. Results: In self-directed learning, there were significant differences in gender (t=2.26, p=.025), satisfaction of major (F=7.77, p=.001), and satisfaction of clinical experience (F=10.39, p<.001). Critical thinking disposition differed in gender (t=2.82, p=.005). Moreover gender (t=4.00, p<.001), satisfaction of achievement (F=6.50, p=.002), satisfaction of major (F=4.24, p=.015), and satisfaction of clinical experience (F=9.54, p<.001) differed with clinical competence. Clinical competence was positively related to self-directed learning (r=.45, p<.001) and critical thinking disposition (r=.51, p<.001). According to the result of multiple regression, critical thinking disposition (t=5.80, p<.001), satisfaction of achievement (t=3.33, p=.001), gender (t=2.93, p=.004) and self-directed learning (t=2.35, p=.019) were significant factors of clinical competence explaining 33.0% of the variances. Conclusion: Critical thinking disposition, satisfaction of clinical experience, gender and self-directed learning had a positive effect on clinical competence in nursing students. To enhance clinical competence for nursing students, it is necessary to develop self-learning teaching strategy and curriculum.