• Journal of East-West Nursing Research
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• v.20 no.2
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• pp.154-159
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• 2014

Purpose: The purpose of this study was to examine the effects of team-based learning (TBL) program on problem solving ability, critical thinking disposition and self-directed learning in junior nursing students caring for patients with respiratory diseases. Methods: One-group pretest-posttest design was used. TBL program was carried out for 2 hours a week for 6 weeks. Data were collected by questionnaires from 167 nursing students from March 6 to June 5, 2013. Data were analyzed by paired t-test and Pearson correlation coefficient. Results: At the completion of TBL program, significant improvement was found in problem solving ability (t=-6.04, p<.001), critical thinking disposition (t=5.02, p<.001) and self-directed learning (t=5.96, p<.001). There was a significant positive correlation among problem solving ability, critical thinking disposition and self-directed learning. Conclusion: In conclusion, TBL is a useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other teaching methods in the future studies.

• Journal of Technologic Dentistry
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• v.39 no.3
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• pp.171-177
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• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• Journal of Korean Academy of Rural Health Nursing
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• v.18 no.1
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• pp.19-26
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• 2023

Purpose: This study was to evaluate the effects of a blended-learning based bioethics program on perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy of the nursing students living in S city. Methods: The program was conducted 13 sessions (2 hours/session) and evaluated for perceived ethical confidence, critical thinking disposition, moral sensitivity, and academic self-efficacy. The collected data were analyzed with descriptive statistics and paired t-test using the SAS 9.4 program. Results: The blended learning based bioethic program was found to be effective for perceived ethical confidence (t=8.70, p<.001), critical thinking disposition(t=8.96, p<.001), moral sensitivity (t=6.43, p<.001), academic self-efficacy (t=20.5, p<.001), and program satisfaction(t=4.92, p<.001). Conclusion: The results of this study suggest that a blended learning program including TBL has advantages of case-based discussion and active interaction for nursing students' bioethics education.

• Journal of dental hygiene science
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• v.14 no.3
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• pp.356-363
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• 2014

This study attempts to measure the critical thinking disposition and problem-solving ability levels of dental hygiene students and to investigate their correlation. A self-administered survey was conducted with respect to dental hygiene students from three-year colleges in Busan, Ulsan and the Gyeongsangbuk-do region between April 2013 and May 2013. A total of 649 surveys were subject to a final analysis. Critical thinking disposition of the dental hygiene students resulted in a score of 3.20 out of a total of 5.0. Freshmen, students with high academic performance results, students with good interpersonal relations, students with a high level of satisfaction regarding major subject and clinical training and students with no clinical training experience showed a high score for critical thinking disposition. Problem-solving ability of the dental hygiene students resulted in a score of 3.06 out of a total of 5.0. Students with high academic performance results, students with good interpersonal relations and students with a high level of satisfaction regarding major subject and clinical training showed a high score for problem-solving ability. It was found that critical thinking disposition and problem-solving ability had a pure correlation. The critical thinking disposition appeared to problem solving, interpersonal relations, major factors affect satisfaction, was a critical thinking disposition, academic factors affect the ability to problem solve. Regarding education for dental hygiene students, the reinforcement of training to increase critical thinking and problem-solving abilities is necessary and the development of an educational curriculum and change in educational environment that can increase interpersonal skills and communication skills is necessary.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.66-74
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• 2019

The purpose of this study was to analyze work complexity, critical thinking disposition, and the degree of intuition for nurse practitioners and determine the associations among the variables. 150 nurses at hospitals and general hospitals in D City participated in this study and data collection was performed from June 15 to July 8, 2017. The data were processed by using SPSS WIN 24.0 to estimate the mean, standard deviation and Pearson's correlation coefficient and perform one-way ANOVA. They scored $2.33{\pm}.45$ for work complexity, $3.58{\pm}.36$ for critical thinking disposition, and $2.69{\pm}.52$ for intuition. Work complexity differed significantly by age (F=4.55, p=.012), education (F=11.61, p=<.001), department (F=26.69, p=<.001), and clinical career (F=4.30, p=.006) among their general characteristics. Critical thinking disposition differed significantly by education (F=5.25, p=.006) and position (F=5.35, p=.006) and differed statistically insignificantly by intuition. Work complexity was positively correlated with critical thinking disposition (r=.323, p=<.001) and intuition (r=.201, p=.013) and no significant correlation was found between critical thinking disposition and intuition (r=.033, p=.685). On the basis of these results, it is necessary to develop education and programs that can allow nurses who regard nursing work as complex to improve their critical thinking disposition and intuition.

• Journal of Korean Academy of Nursing Administration
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• v.16 no.4
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• pp.389-398
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• 2010

Purpose: This study was done to identify the relationship between critical thinking disposition and problem solving ability in nursing students, thereby providing basic data for nursing education. Method: A convenience sample was drawn from 161 nursing students. Data were collected from June 2008 to October 2008. Instruments used in the study were the California Critical Thinking Disposition Inventory (CCTDI) developed by Facione & Facione (1992) and the Problem Solving Inventory (PSI) developed by Heppner & Petersen (1982). The collected data were analyzed using t-test, ANOVA, Scheffe' test, Pearson correlation coefficients and multiple regression with SPSS 12.0. Results: The total mean score for CCTDI was 278.41 and PSI was 119.23. For general characteristics, there were statistically significant differences in CCTDI according to satisfaction with nursing majors (F=6.29, p=.00) and PSI according to academic achievement (F=3.45, p=.02) and marital status (t=2.43, p=.02). A statistically significant negative correlation was found between CCTDI and PSI. Critical thinking self-confidence, Analyticity and Inquisitiveness were significant predictors of PSI. Conclusion: The findings of this study indicate that critical thinking disposition influences problem solving ability. Therefore, the findings provide significant basic data for nursing education and nursing practice.

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.35-43
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• 2020

This study was to identify the factors influencing the person centered care competency in nursing students. Data were conducted on 294 nursing students from September 1st to 25th 2019. The mean score of critical thinking disposition was 3.72, the interpersonal relationship was 3.90 and person centered care competency was 4.01. Nursing students with high degree of major satisfaction had higher level of critical thinking disposition, the interpersonal relationship and person centered care competency than students with low degree. Significant factors influencing person centered care competency were critical thinking disposition, the interpersonal relationship and grade which explained 33%. The programs that develop critical thinking disposition and interpersonal relationship are necessary for college nursing students in order to promote person centered care competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.380-388
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• 2015

This purpose of the study is to investigate the influence of critical thinking disposition and emotional intelligence on clinical competence of nursing students. A self-reported questionnaire was filled out by 175 Korean nursing students from September 5 to September 12, 2013. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation, multiple regression using SPSS Win 18.0. Critical thinking disposition showed a close correlation with emotional intelligence in nursing students(r=.582, p<.001). Critical thinking disposition and emotional intelligence explained 36.7% of total variance of clinical competence in nursing students. Therefore, it is necessary to develop and implement the curriculum and program for improving critical thinking disposition and emotional intelligence of nursing students.

• Journal of the Korean Society of Radiology
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• v.12 no.3
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• pp.359-366
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• 2018

This study was conducted to identify the relationship between critical thinking disposition and satisfaction of clinical practice in radiology students. The participants were 187 radiology students who were experienced clinical practice. Data was collected from December 1 to 15, 2017 using self-report questionnaires and analyzed through descriptive statistics, t-test, ANOVA and Pearson correlation coefficient with SPSS 16.0. Critical thinking disposition and satisfaction of clinical practice averaged 3.68 and 3.59. Significant positive correlation between Critical thinking disposition and satisfaction of clinical practice were found(r=.522, p<.01). Therefore it is necessary to strengthen critical thinking disposition and satisfaction of clinical practice through effective radiology educational program.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.490-501
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• 2018

This study was conducted to develop and test effects of E-book based Flipped Learning education for nursing students. This study was one-group pretest-posttest design. The data were collected from 54 second-year nursing students in the located Y city and August 28 2017 to October 16 2017. The data were analyzed by descriptive statistics, paired t-test, Pearson's correlation coefficient, and stepwise multiple regression with SPSS 20.0 program. The results showed that the program was effective in increasing the critical thinking disposition (t=-8.62, p<.001), academic self-efficacy (t=-9.62, p<.001) and major satisfaction (t=-8.11, p<.001). The result of the stepwise multiple regression indicates the critical thinking disposition predict 13.4% (F=9.22, p<.001) of major satisfaction. The result of the stepwise multiple regression indicates the critical thinking disposition predict 13.4% (F=9.22, p<.001) of major satisfaction. Therefore, strategies for enhancing critical thinking disposition is needed by applying various teaching and learning strategies for nursing students.