Critical Thinking Skills and Critical Thinking Dispositions of Baccalaureate Nursing Students PDF Download
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Languages : en
Pages :
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Author:
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ISBN:
Category :
Languages : en
Pages :
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Book Description
![Critical Thinking Skills and Critical Thinking Dispositions of Baccalaureate Nursing Students [microform] PDF](https://books.google.com/books/content/images/frontcover/2oe1HAAACAAJ?fife=w80-h100)
Author: Joanne Profetto-McGrath
Publisher: National Library of Canada = Bibliothèque nationale du Canada
ISBN:
Category : Critical thinking
Languages : en
Pages : 334
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Author: June C. Taylor
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 282
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Author: Marjorie Mahoney Bower
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 183
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Author: Susan Ranno Evancho
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 0
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Author: Susan Ranno Evancho
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 166
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Author: Dawn M. Nelson
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 188
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This study describes how a secondary analysis of data was performed on data that was previously collected as part of an evaluation program related to generic upper division baccalaureate nursing students. The evaluation measured changes in the students' critical thinking dispositions and skills from the time of entry into a nursing program to the time of exit from the program. Data obtained from the California Critical Thinking Dispositions Inventory (CCTDI), the Watson-Glaser Critical Thinking Appraisal (WGCTA), and a demographic data sheet were used.
Author: Jessica L. Naber
Publisher:
ISBN:
Category :
Languages : en
Pages : 153
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The importance of critical thinking as an outcome for students graduating from undergraduate nursing programs is well-documented by both the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN). Graduating nurses are expected to apply critical thinking in all practice situations to improve patient health outcomes. Reflective writing is one strategy used to increase understanding and ability to reason and analyze. The lack of empirical evidence regarding the effectiveness of reflective writing interventions on increasing critical thinking skills supports the need for examining reflective writing as a critical thinking strategy. The purpose of this study was to test the effectiveness of a reflective writing intervention, based on Paul's model of critical thinking, for improving critical thinking skills and dispositions in baccalaureate nursing students during an eight-week clinical rotation. The design for this pilot study was an experimental, pretest-posttest design. The sample was a randomly assigned convenience sample of 70 baccalaureate nursing students in their fourth semester of nursing school at two state-supported universities. All participants were enrolled in an adult-health nursing course and were completing clinical learning experiences in acute care facilities. Both groups completed two critical thinking instruments, the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI), and then the experimental group completed a reflective writing intervention consisting of six writing assignments. Both groups then completed the two tests again. Results showed a significant increase (p=0.03) on only the truthseeking subscale on the CCTDI for the experimental group when compared to the control group. Some other slight differences on subscale scores could be accounted for by the institution, age, ethnicity, and health care experience differences between the control and experimental groups. Strengths of this study included the innovative intervention and the convenient format of intervention administration, completion, and submission. Limitations of the study included institutional differences, the eight-week commitment, and the lack of control of some aspects of the study environment. Evaluation of the qualitative data, replication in a larger sample, inclusion of different levels of students, and alternative design of assignments are all areas for future research.
Author: Chayapa Chaisuwan
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 258
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Book Description
The development of critical thinking dispositions and skills is recognized as a significant part of nursing education. Critical thinking dispositions are the consistent internal motivation or the person’s habitual ways to utilize critical thinking skills (Facione, 1990a). Developing strong critical thinking dispositions is important to the development of strong critical thinking skills and is imperative for nursing students to improve patient safety and healthcare quality. However, the increasing cultural diversity in the classroom and clinical settings may challenge the development and use of critical thinking dispositions of students in nursing education. The aims of this cross-sectional, comparative non-experimental study design were to explore if cultural values varied between Thailand and the United States, using the World Values Survey (WVS) datasets; to explore if critical thinking dispositions varied between pre-licensure baccalaureate nursing students in Thailand (n=100) and the United States (n=100) using the California Critical Thinking Disposition Inventory (CCTDI); and to investigate the relationship between cultural values and critical thinking dispositions among pre-licensure baccalaureate nursing students in Thailand and the United States. Data was analyzed utilizing descriptive statistics, Pearson’s product moment correlation coefficient, independent t-tests, simple linear regression, and multiple linear regression. The findings in this study illustrated that: There is a statistically significant difference in cultural values between Thailand and the United States (p
Author: Annette Benson
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 248
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The purpose of this study was to determine differences in learning styles and critical thinking abilities from basic and accelerated option baccalaureate nursing programs, using the California Critical Thinking Skills Teat and the California Critical Thinking Dispositions Inventory. Pre- and post-program critical thinking abilities and dispositions of basic and accelerated option nursing students were compared.
