• Journal of Korean Academy of Fundamentals of Nursing
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• v.14 no.4
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• pp.412-419
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• 2007

Purpose: This study was done to analyze core competencies affecting critical thinking ability of student nurses. Core competencies investigated in this study were problem solving ability, communication ability and self-directed learning ability. Method: Data were collected from a convenience sample of 322 student nurses in 2 provinces during the period from May 21 to June 8, 2007. Critical thinking, problem solving ability, communication ability and self-directed learning ability were measured using the Disposition towards Critical Thinking Scale by Park(1999-a) and the Core Competencies Scale by Lee(2003). Descriptive statistics and correlation coefficients with the SPSS WIN 12.0 program were used to analyze the data. Results: There were significant differences in the critical thinking according to grade, type of high school, experience with PBL, preference for lecture-based learning, preference for discussion and perceived logicality. The score for critical thinking showed significantly positive correlations with scores for problem solving ability(r=0.54, p=0.00), communication ability(r=0.56, p=0.00) and self-directed learning ability(r=0.54, p=0.00). Conclusion: The results of this study suggest that problem solving ability, communication ability and self-directed learning ability are significant factors affecting critical thinking in student nurses.

• Journal of Fisheries and Marine Sciences Education
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• v.18 no.2
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• pp.108-121
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• 2006

The purpose of this study is to develop and to test the program for the improvement of preservice teachers' critical thinking ability. The main research problems to achieve the purpose of research are as follows; first, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking skills of preservice teachers? Second, is the program for the improvement of preservice teachers' critical thinking ability effective to improve the critical thinking dispositions of preservice teachers? To evaluate the effect of the program, 30(15; experimental group: 15; control group) sophomores were selected in Pusan. The conclusions of this research are as follows; first, there is a significant difference between experimental group and control group for critical thinking skills test. Second, there is no significant difference between experimental group and control group for critical thinking dispositions test.

• Journal of Korean Academy of Nursing
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• v.26 no.1
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• pp.43-52
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• 1996

This descriptive study was done to investigate the critical thinking ability of senior nursing students in two types of nursing education programs : associate and baccalaureate programs. Data were conveniently collected from 159 associate degree nursing (ADN)students and 158 baccalaureate degree nursing(BSN)students. All schools were the Ministry of Education accredited and located in Seoul City and Kyung gi Province. These data were collected by self reporting questionaire given over two months from March to May, 1995. The subjects completed the Watson-Glaser Critical Thinking Appraisal (WGCTA) and a demographic questionnaire. The data was analyzed using descriptive statistics and t-test with the SAS program. The results of this study are as follows 1. The mean of critical thinking ability of the ADN students was 42.69. 2. The mean of critical thinking ability of the BSN students was 47.68. 3. There was significant difference in the WGCTA scores between the ADN and the BSN students （t=7.38 p＜0.001） 4. This study suggests that critical thinking ability may increase with higher levels of nursing education. Possible explanations for these findings are discussed.

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.154-162
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• 2023

The purpose of this study is to understand the effects of simulation-based practice education on critical thinking disposition, clinical performance ability, and self-confidence. Using the method of one-group pretest-posttest experimental research, this study selected total 70 nursing students (3^rd year) as research subjects. The final research subjects were total 63 students excluding seven people with insufficient responses. From March to April 2023, total eight sessions of simulation practice education (4 hours per session) were conducted once a week. In the effects of the program, the critical thinking disposition, clinical performance ability, and self-confidence were measured. Using the SPSS Window Version 25.0, the critical thinking disposition, clinical performance ability, and self-confidence were analyzed through the mean, standard deviation, and paired t-test. In the results of this study, the critical thinking disposition (t=-10.61, p<.001), clinical performance ability (t=-3.06, p=.003), and self-confidence (t=-15.97, p<.001) were statistically significant. In the results of analyzing the correlations of clinical performance ability, and self-confidence after the simulation practice education, the learning satisfaction showed significantly positive correlation with immersion (r= .647, p<.001). The results of this study verified the improvement of critical thinking disposition, clinical performance ability, and self-confidence of nursing students after the simulation-based practice education. Thus, it would be necessary to develop the educational contents for various subjects, and also to expansively apply the simulation practice education.

• 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.

• International journal of advanced smart convergence
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• v.9 no.2
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• pp.140-146
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• 2020

This study aimed to provide basic data for enhancing the structural relationship among learning motivation, learning confidence, critical thinking skill and problem-solving ability in junior high school students and factors influencing problem-solving ability, by closely examining them. To this end, it investigated the causality among variables, for 390 junior high school students in Gangwondo, based on the outcomes of a questionnaire survey conducted to verify the effectiveness of digital textbooks. Although learning motivation did not have a significant effect on critical thinking skill, learning confidence had a direct effect on it. In addition, learning motivation, learning confidence and critical thinking skill had direct effects on problem-solving ability. In order to enhance problem-solving ability, therefore, We may be necessary to make efforts to support learning capabilities and provide opportunities for them to experience rich learning and resources.

• 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.

• 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.

• Journal of Korean society of Dental Hygiene
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• v.17 no.6
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• pp.1171-1182
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• 2017

Objectives: The purpose of the study was to investigate the correlation between critical thinking and problem-solving abilities in dental hygiene students. Methods: This is a cross-sectional study. A self-reported questionnaire was completed by 386 dental hygiene students enrolled in Gwangju Health university from August 30, 2017 to September 2, 2017. The general characteristics of the subjects, their critical thinking and problem-solving abilities were measured for the study. The tool to measure critical thinking was adapted from Yoon which had a Cronbach' alpha of 0.77. The tool for problem-solving ability was adapted from that used in Heppner & Petersen, which had a Cronbach' alpha of 0.77. The collected data are analyzed using ANOVA, Pearson's Correlation analysis, and multiple regression using SPSS/Win 18.0 program. Results: The results show that critical thinking scored 3.45 while problem solving ability scored 3.20. The correlation between critical thinking and problem-solving abilities was found to be strong. The strongest positive correlation in problem-solving ability was critical thinking (p<0.001). The multiple regression analysis suggests that the factors affecting problem solving ability of the subjects was statistically significant. The significant variables included critical thinking (${\beta}=0.440$) (p<0.001), satisfaction with one's major (${\beta}=0.108$) (p<0.05), interpersonal relationships (${\beta}=0.104$) (p<0.05) and academic performance (${\beta}=0.086$) (p<0.05) with an explanatory power of 38.3%. Conclusions: It is necessary to develop a curriculum and learning method for critical thinking and problem-solving abilities in the dental hygiene students.

• Journal of muscle and joint health
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• v.29 no.2
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• pp.124-132
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• 2022

Purpose: The purpose of this study was to investigate the relationships among critical thinking disposition, problem solving ability, and triage competency in nurses working in Emergency Rooms (ERs). Methods: This cross-sectional study, conducted in August and September 2021, involved 118 ER nurses from three hospitals in the Gyeonggi-do metropolitan area. The data were analyzed using t-test, ANOVA, Scheffé test, Pearson correlation coefficients, and multiple linear regression analysis using SPSS for Windows version 25.0. Results: The mean score of triage competency among ER nurses was 87.63±15.65. In the regression model, age, ER experience, triage experience, critical thinking disposition, and problem solving ability predicted 52% of the triage competency. Both critical thinking disposition and problem-solving ability were noted to be significant (β=.32, p<.001; β=.36, p<.001, respectively). Conclusion: Critical thinking disposition and problem solving ability of ER nurses were identified as major factors in triage competency. To improve ER nurses' triage competency and enhance critical thinking disposition and problem solving ability, a systematic and ongoing program should be developed and implemented.