• Korean Journal of Adult Nursing
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• v.18 no.1
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• pp.31-40
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• 2006

Purpose: The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. Methods: A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. Results: 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). Conclusion: A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.

• 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.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.4
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• pp.93-100
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• 2017

The purpose of this study was to develop a simulation-based practice that enhances the core competencies of nursing students and to investigate the effects on critical thinking disposition, communication skill, and clinical performance for nursing students. This study used a one group, pre-post test design. There were 53 nursing students from G city enrolled in this study, and self-reported questionnaires were collected between June 10 and August 19, 2016. The simulation-based practice was applied for 6-8 hours/day for 60 hours, using a 4-practice module. The data were analyzed by frequencies, paired t-test, and Pearson's correlation using SPSS Win 18.0. The results showed that there was a significant difference in the clinical performance, however, there was no significant difference in the critical thinking disposition and communication skill. After the simulation-based practice, clinical performance was found to be positively correlated with critical thinking disposition (r= .628, p<.001) and communication (r=.716, p<.001). Critical thinking disposition and communication (r=.650, p<.001) also showed a positive correlation. In order to improve clinical competence, it is necessary to develop a simulation-based practice that enhances critical thinking disposition and communication skill.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.331-343
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• 2019

Purpose: This study focuses on investigating the effectiveness of simulation education on emergency management using a low-fidelity simulator as related to clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in new nurses. Methods: A pre-post test experimental design of nonequivalent control group was applied. Fifty-five new nurses were recruited, 28 nurses for the experimental group and 27 nurses for the control group. A simulation education for emergency management comprising knowledge lecture, team learning, skill education, team simulation, and debriefing was developed and implemented from Feb. 14 to 27, 2015. Data were analyzed with percentage, average, and standard deviation, chi-square, and t-test using SPSS. Results: The experimental group showed significantly higher knowledge (t=5.81, p<.001), clinical skill performance (t=10.08, p<.001), self-confidence (t=-6.24, p<.001), critical thinking disposition (t=2.42, p=.019), and learning satisfaction (t=4.21, p<.001) for emergency management compared with the control group who had traditional lecture education. Conclusion: The results indicate that a simulation education using a low-fidelity simulator is an efficient teaching method for new nurses to deepen their clinical skill performance, self-confidence, knowledge, learning satisfaction, and critical thinking disposition in learning emergency management.

• Journal of dental hygiene science
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• v.11 no.3
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• pp.135-154
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• 2011

Dental hygiene was originated from dentistry and dental hygiene knowledge was a component of dental knowledge body. Since the late 1980s dental hygiene theory was began to develop. Nursing theories such as metaparadigm, nursing process and human need theory affected theory development as dental hygiene process. Dental hygiene process provides a framework for high quality dental hygiene care. Dental hygiene process include five phases; assessment, dental hygiene diagnosis, dental hygiene planning, implementation, evaluation. Dental hygiene process of care is recognized as standard for dental hygiene education and clinical dental hygiene practice. Dental hygiene practice has moved from auxiliary model to professional model. Critical thinking skill and disposition are necessary to provide evidence-based dental hygiene care using dental hygiene process as clinical process and critical thinking process. Critical thinking, problem solving and evidence-based practice must be integrated into dental hygiene process for quality dental hygiene care.

• Journal of Home Health Care Nursing
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• v.23 no.2
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• pp.186-194
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• 2016

Purpose: The purpose of this study was to evaluate the effects of standardized patient simulation on nursing students' communication skills, problem-solving skills, critical thinking dispositions, and clinical competency. Methods: A one-group pretest-posttest design was used. Data were collected from a convenient sample of 47 junior nursing students at W University. Scenarios to train SP and checklists to evaluate the students''competence were developed by our research team. The collected data were analyzed with descriptive analysis t-test, Pearson's Correlation Coefficient and Cronbach's ${\alpha}$ using SPSS WIN 21.0 Program. Results: The simulation practicum using a standardized patient was conducted based on four steps, namely, selections of scenario modules, standard patient training, implementation, and evaluation. The differences between the pre and post-test scores of problem-solving skills(t=-2.94, p=.005) and clinical competency(t=-2.84, p=.007) were statistically significant. But communication skill(t=-.32, p=.747) and critical thinking(t=-.68, p=.498) was not different in group. Conclusion: Standardized patient simulation in nursing education may be useful the improvement of problem-solving skills and clinical competency.

• Korean Medical Education Review
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• v.20 no.1
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• pp.44-50
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• 2018

The purpose of this study was to investigate factors associated with the critical thinking ability of nursing students at the individual and school levels. The study adopted a descriptive design and recruited 465 nursing students from four nursing schools from November 2014 to September 2015 through convenience sampling. The Clinical Critical Thinking Skill Test was used to measure critical thinking ability, and the data were analyzed with the SAS ver. 9.4 program (SAS Institute Inc., Cary, NC, USA) for descriptive statistics, t-test, analysis of variance, and multi-level model. The results showed that clinical practicum experience (${\beta}=-0.72$, p=0.025), taking critical thinking courses (${\beta}=0.63$, p=0.010), and taking simulation courses (${\beta}=0.56$, p=0.035) improved critical thinking ability in the individual level model. In the school level model, the interaction effect between the years of clinical practice done by the student and the presence of full-time clinical instructors was significant (${\beta}=1.29$, p=0.011). These results suggest that critical thinking ability improves with the more years of clinical practice individual nursing students have, and this improvement is greater with the presence of full-time clinical instructors in the school. Therefore, it is recommended that nursing students undergo critical thinking and simulation courses to develop their critical thinking ability, and dedicated clinical instructors in nursing schools should play a vital role.

• Korean Journal of Adult Nursing
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• v.28 no.4
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• pp.447-458
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• 2016

Purpose: This study was designed to describe the effects of a nursing simulation focused on patients with cardiac arrest. The study was designed to measure knowledge, self-confidence, critical thinking, and clinical performance ability of nursing students. Methods: A non-equivalent control group quasi-experimental design was used. Thirty students in the experimental group received two hours of pre-learning and three hours of skill and simulation practice. Another thirty students in the experimental group received a two hour conventional lecture and three hours for skill practice. The post survey was completed by both groups. Results: Students in the experiemetal group scored significantly higher than students in control group. The critical thinking disposition was not significantly different between the two groups of students. Conclusion: The results indicate that a simulation education program is more effective in a number of areas including knowledge, self-confidence, and clinical performance. It is recommended that simulation education should be expanded to various clinical situations.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.1
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• pp.49-58
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• 2015

Purpose: This study was conducted to identify the effects of a standardized patients (SP) simulation program for nursing students on nursing competence, communication skill, self-efficacy and critical thinking ability for blood transfusion. Methods: A nonequivalent control group non-synchronized design study was used and included as participants 96 junior nursing students at C University. The SP group (n=48) participated in the teaching class using a SP, while the control group (n=48) received conventional practice education. The outcome measurements were nursing competence, communication skill, self-efficacy, and critical thinking ability for transfusion. Results: Nursing competence, communication skill, self-efficacy, and critical thinking ability improved for students in both groups after training ($2.01{\leq}t{\leq}13.03$, p<.05). Self-efficacy showed greater improvement in students in the SP group compared to the control group (t=3.36, p<.001). Conclusion: SP simulation practice may be more effective in enhancing self-efficacy than that of conventional practice education. Whether self-efficacy will contribute to enhancing learning motivation for nursing students needs further examination.