The Relationships Between Critical Thinking Skills and Dispositions of Generic Nursing Students and Registered Nurses Enrolled in a Bachelor of Science in Nursing Program PDF Download
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Author: Michelle Dellaria Doas
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 190
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Author: Michelle Dellaria Doas
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 190
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Author: Linda S. Thomas
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 106
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Author:
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ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 872
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Author: Linda Gayle Kiester Taylor
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ISBN:
Category :
Languages : en
Pages : 136
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Author: Susan Ranno Evancho
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 166
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Author: Elizabeth Byron Legg
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 98
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Author: Dawn M. Nelson
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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: Rebecca Porter
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 132
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Book Description
Critical thinking is a required curricular outcome for nursing education; however, the literature shows a gap related to valid and reliable tools to measure critical thinking specific to nursing and relating that critical thinking measurement to meaningful outcomes. This study examined critical thinking scores, as measured by Assessment Technologies Institute (ATI) Critical Thinking Exam (CTE), to determine if a statistically significant predictive association existed between critical thinking scores, successful Associate of Science in Nursing (ASN) program completion, and National Certification Licensure Examination for Registered Nurses (NCLEX-RN®) pass rates. The research was conducted in a semi-urban, hospital-based, ASN program and included 550 students obtained by convenience sampling in a retrospective, predictive correlational study. Logistical analysis was conducted to determine if any relationships existed between the variables of interest while controlling for confounding variables such as nursing course grade point average (GPA) and preadmission ATI Test of Essential Academic Skills (TEAS) scores. Critical thinking was found to be a positive predictor of student success [program completion (p = .012); NCLEX success (p = .002)] as were TEAS [program completion (p = .003); NCLEX success (p = .001)] and nursing course GPA [NCLEX success (p = .001)]. However, cumulative effects for the three variables were not found to increase the predictive power of the model and none of the variables were deemed good predictors of failure.
Author: Marcia L. Hillman
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 156
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The purpose of this research study was to describe critical thinking ability, disposition for critical thinking, and the relationship of critical thinking to academic performance in second-year associate degree nursing students. The study was based on the concept of critical thinking as stated in the Delphi Report published by the American Philosophical Association, and summarized by Facione. Inferential statistics were used to analyze the study data.
Author: Mary Ann Glendon
Publisher:
ISBN:
Category :
Languages : en
Pages : 194
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