Comparison of critical thinking skills between continuous licentiate and bachelor- licentiate nursing students of Abadan nursing faculty in 2008 (original) (raw)
Critical Thinking Dispositions among Students at Faculty of Nursing in Suez Canal University
Background:The need ofcritical thinking dispositions are increased in nursing profession.It could be helpful to motivate nurses and encourage them to think critically. Itmay be contributing to enable them to analyze, solve surrounding problemsand provide safe and competent patient care. Aim of the study: It aimed to compare critical thinking dispositions among students at Faculty of Nursing in Suez Canal University. Subjects and methods:Comparative descriptive design was conducted on 251 nursing students from four academic years by using stratified random sample. Data were collected using California Critical Thinking DispositionsInventory to assess critical thinking dispositions among nursing students. Results: Total critical thinking dispositions and its characteristics of truth seeking, open mindedness, self-confidence and inquisitiveness had higher mean scores among third year students than others, with statistically significant differences. Conclusion:Critical thinking disposition has statistically significant differences among four academic years' nursing students. Recommendations:Conducting training programs, targeting critical thinking dispositions and various teaching strategies contributing to improve it for students and tutors, are needed to be implemented.
Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.
Critical thinking dispositions and learning styles of baccalaureate nursing students from China
Nursing & Health Sciences, 2008
Background: In a contemporary healthcare environment characterized by rapidly-changing developments and relentlessly-increasing knowledge, professional nurses need to develop critical thinking skills that will provide them with expertise in flexible, individualized, situation-specific problem solving. Therefore, nursing education strives to facilitate the development of students" critical thinking through the appropriate instructional approaches. Developing critical thinking and knowledge of different learning styles among the student population are important in designing curricula, and adopting teaching methods that to promote student learning is a crucial part of ensuring that students engage positively with content and develop the deep learning skills needed for lifelong learning. Assessment of LS and CTD should be given more attention by nurse educators because teaching students according to their learning ability will nurture their CTD, increase their ability to process information, and enhance academic performance. Aims: The present study aims to determine baccalaureate nursing students" critical thinking dispositions and learning styles and its relation to their achievement. Design: The study will use descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year 2010-2011 were included in the study (n= 208). Three tools were used for data collection namely; California Critical Thinking Disposition Inventory (CCTDI), Learning Style Questionnaire (LSQ), and Retrospective Audit. Results: Based on the study findings of this study, it could be found that there was no significant relationship between overall critical thinking dispositions and learning style with nursing students" achievement, while a significant relationship was proved between nursing student critical thinking disposition and nursing student active/reflective learning style. The majority of the undergraduate nursing students at Faculty of Nursing, King Khalid University
2021
Background: Nowadays all higher educational institutions should develop and enhance their student's critical thinking and problem solving skills to be sure that its products meet or exceed market requirements. this study aimed to determine the impact of critical thinking and problem solving skills on academic achievement among nursing students, Setting; Faculty of Nursing Sohag University The subjects: No. = (448) students all 1 st and 4 th years, they examined using critical thinking, problem solving questionnaires and students achievement sheets, used descriptive correlational research design. The results revealed that; about (55.7%) of 4 th and (49%) of 1 st years nursing students were females, the 1 st year nursing students had unsatisfactory critical thinking (68.8%) and problem solving skills (63.73%), while the 4 th year had satisfactory critical thinking (84.03%) and problem solving skills (78.96%) with achieved point. The present study concluded that, there were positive correlations and statistical significant relation at 1 st and 4 th years nursing student's academic achievement with total critical thinking and problem solving skills for different nursing courses. The findings of the present study recommended that; critical thinking and problem solving skills measurements and development should be emphasized for undergraduates and postgraduates students and the importance of organized specialized training and workshop for nursing students to improve their critical thinking and problem solving skills.
Critical Thinking: The Development of an Essential Skill for Nursing Students
Critical thinking is defined as the mental process of actively and skillfully perception, analysis, synthesis and evaluation of collected information through observation, experience and communication that leads to a decision for action. In nursing education there is frequent reference to critical thinking and to the significance that it has in daily clinical nursing practice. Nursing clinical instructors know that students face difficulties in making decisions related to clinical practice. The main critical thinking skills in which nursing students should be exercised during their studies are critical analysis, introductory and concluding justification, valid conclusion, distinguish of facts and opinions, evaluation the credibility of information sources, clarification of concepts and recognition of conditions. Specific behaviors are essentials for enhancing critical thinking. Nursing students in order to learn and apply critical thinking should develop independence of thought, fairness, perspicacity in personal and social level, humility, spiritual courage, integrity, perseverance, self-confidence, interest for research and curiosity. Critical thinking is an essential process for the safe, efficient and skillful nursing practice. The nursing education programs should adopt attitudes that promote critical thinking and mobilize the skills of critical reasoning.
Journal of Shifa Tameer-e-Millat University, 2021
Background: Critical thinking is an imperative outcome of nursing education. However, several factors contribute to the development of critical being including critical thinking dispositions (CTDs). Objective: This study aimed to assess the critical thinking dispositions and factors affecting critical thinking dispositions of BScN students and their educators in twin city Rawalpindi and Islamabad, Pakistan. Methodology: A cross- sectional analytical design was used in this study. A consecutive sample of 215 BScN students and 63 educators participated in the study. Data were collected via Pakistan-Critical Thinking Dispositions Scale (P-CTDS) comprising 54 items under the seven constructs; responses were measured on 5-points Likert scale. Data were analyzed with SPSS version 22. Results: The findings showed that 52% of the educators were at the developed level of CTDs and nearly 48% at the developing level; whereas 76% students were inclined towards CTD and only 23% were found at the...
Critical Thinking Skills of Basic Baccalaureate and Accelerated Second-Degree Nursing Students
Nursing Education Perspectives, 2013
The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Background. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. Method. The study design was exploratory descriptive. Results. The results indicated that ASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. Conclusion. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.
2021
This study aimed to examine critical-thinking level s of nursing students who were educated at two sepa rate universities. The population of the study included nursing students who were educated at the Group1, a nd the Group2. The study was conducted with the participat ion of 832 students. The students' total mean score obtained from the Critical-Thinking-Disposition-Inventory wa s found to be 207.03±22.91 in Group1, 216.30±20.92 in Group2 and a-statistically significant difference w as observed between the groups. Although the critic al-thinking mean scores of the students in each group were low, the students in Group2 obtained higher scores than t ose inGroup1. In addition, factors such-as being a fema l , being a fourth-year-student, participating in s ocial and scientific activities positively affected the tende cies of critical-thinking.