TY - JOUR
T1 - Critical thinking dispositions in baccalaureate nursing students
AU - Shin, Kyung Rim
AU - Lee, Ja Hyung
AU - Ha, Ju Young
AU - Kim, Kon Hee
PY - 2006/10
Y1 - 2006/10
N2 - Aim. This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Background. Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. Methods. A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. Results. There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). Conclusion. Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.
AB - Aim. This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Background. Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. Methods. A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. Results. There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). Conclusion. Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.
KW - Baccalaureate nursing students
KW - California Critical Thinking Disposition Inventory
KW - Korea
KW - Longitudinal study
KW - Nursing education
UR - http://www.scopus.com/inward/record.url?scp=33749453776&partnerID=8YFLogxK
U2 - 10.1111/j.1365-2648.2006.03995.x
DO - 10.1111/j.1365-2648.2006.03995.x
M3 - Article
C2 - 17018066
AN - SCOPUS:33749453776
SN - 0309-2402
VL - 56
SP - 182
EP - 189
JO - Journal of Advanced Nursing
JF - Journal of Advanced Nursing
IS - 2
ER -