Critical Thinking and Clinical Competence: A Study of Their Relationship in BSN Seniors

May, Barbara A.; Edell, Vivian T.; Butell, Sue; Doughty, Jana; Langford, Cheryl

doi:10.3928/0148-4834-19990301-04

Cited by 62 publications

(2 citation statements)

References 12 publications

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“…In addition, the results showed that except Truth-seeking and Systematicity, the other ve dimensions all reached the positive level. (May et al, 1999;Rapsonet al, 1990;Shinet al, 2006). And through intervention, the systematicity scores reached the positive level, which suggested that the new teaching mode can help students to deal with problems in an organized and purposeful way.…”

Section: Discussionmentioning

confidence: 99%

“…the disposition to be courageous about asking questions and to be honest and objective about pursuing inquiry even when the topics do not support one's self-interest (Facione et al, 1994). Studies have shown that this is related to the traditional teaching mode (May et al, 1999;Profetto-McGrathet al, 2003). The traditional teaching mode focuses on knowledge infusion, supported students to remember the most knowledge in a short time, and ignored guiding students to seek knowledge with sincerity and objectivity.…”

Section: Discussionmentioning

confidence: 99%

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The effect of “PCMC+Scenario simulation” PAD class mode on midwifery students

Wang

Yang

Huang

2022

Preprint

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Objective: To investigate the effect of “PCMC (Problem-originated Clinical Medical Curriculum) + Scenario simulation” PAD (presentation–assimilation–discussion) class mode in the teaching of midwifery students. Backgroud: Assessment ability is the core of midwives’ effective judgment and treatment of clinical problems. The clinical assessment ability of midwifery students in China is mostly at a medium or low level. Improving clinical assessment ability, especially critical thinking of midwifery students, is of great significance to midwifery practice education. Method: A total of 104 midwifery students in four grades of West China School of Nursing, Sichuan University were selected as the research objects. Grades 16 and 17 were the control group for routine teaching in Midwifery Health Assessment, and Grades 18 and 19 were for the experimental group, using the "PCMC + Scenario simulation" PAD class mode, and a questionnaire survey was conducted after the intervention. Results: After intervention, the critical thinking ability of the experimental group was higher than the control group (284.81±27.98 and 300.94±31.67, p=0.008). And the four dimensions of Open-mindedness (40.56± 5.60and 43.59± 4.90, p=0.005), Analyticity (42.83± 5.17and 45.42± 5.72, p=0.020), Systematicity (38.79±4.70 and 41.88±6.11, p=0.006), and Critical thinking self-confidence (41.35± 5.92 and43.83±5.89, p=0.039) were higher than the control group. And the course satisfaction of the experimental group was higher than the control group (84.81± 8.49 and 90.19± 8.41, p = 0.002). Conclusion: The “PCMC + Scenario simulation” PAD class mode can improve the critical thinking ability of midwifery students. And enhance the curriculum satisfaction.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The effect of “PCMC+Scenario simulation” PAD class mode on midwifery students

Wang

Yang

Huang

2022

Preprint

View full text Add to dashboard Cite

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Predictive Validity of Critical Thinking Skills for Initial Clinical Dental Hygiene Performance

Williams¹,

Glasnapp²,

Tilliss³

et al. 2003

Journal of Dental Education

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This study collected validity evidence on the utility of critical thinking skills and critical thinking disposition in predicting initial clinical performance. The predictive value of critical thinking skills scores and disposition scores was examined to determine their unique contribution beyond that provided by traditional predictors: grade point average, age, and number of college hours. The study involved three phases: establishing content validity of three outcome measures; assessing students' baseline critical thinking skills and disposition using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI); and assessing students' initial clinical competence, clinical reasoning, and clinical knowledge. All baccalaureate-level dental hygiene programs in the United States affiliated with a dental school (N=22) were invited to participate; of those, seven volunteered. A convenience sample of 207 first-year dental hygiene students was obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' initial clinical reasoning scores, acquired knowledge scores, and faculty ratings, above and beyond that explained by other predictor variables. CCTDI scores were not significant predictors of any outcome measure. It was concluded that CCTST is a good predictor of initial student outcomes and may have utility for student selection and retention.

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Predictive Validity of Critical Thinking Skills and Disposition for the National Board Dental Hygiene Examination: A Preliminary Investigation

Williams

Schmidt

Tilliss³

et al. 2006

Journal of Dental Education

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The objective of this study was to determine if preexisting critical thinking skills and critical thinking disposition predict student performance on the National Board Dental Hygiene Examination (NBDHE). The predictive value of critical thinking skills scores and disposition (habits of mind, attitudes, and character attributes) scores were examined above that provided by traditional predictors: entering grade point average, age, and total number of college hours at entry into the dental hygiene program. Seventy-six first-year dental hygiene students from three baccalaureate dental hygiene programs participated in this study. Participants' preexisting general critical thinking skills and disposition were assessed during the first week of classes in their respective baccalaureate level programs using the California Critical Thinking Skills Test (CCTST) and California Critical Thinking Disposition Inventory (CCTDI). At the completion of their two-year educational program, the CCTST and CCTDI were administered a final time, and students' scores on the multiple-choice and case-based NBDHE were obtained. A series of hierarchical multiple regression analyses demonstrated that CCTST scores explained a statistically significant (p<.05) proportion of variance in students' multiple-choice and case-based NBDHE scores, above and beyond that explained by other predictor variables. Although CCTDI scores were not a significant predictor of either outcome measure, CCTST is a good predictor of student performance on high-stakes qualifying examinations and may have utility for student selection and retention.

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Critical Thinking and Clinical Competence: A Study of Their Relationship in BSN Seniors

Cited by 62 publications

References 12 publications

The effect of “PCMC+Scenario simulation” PAD class mode on midwifery students

The effect of “PCMC+Scenario simulation” PAD class mode on midwifery students

Predictive Validity of Critical Thinking Skills for Initial Clinical Dental Hygiene Performance

Predictive Validity of Critical Thinking Skills and Disposition for the National Board Dental Hygiene Examination: A Preliminary Investigation

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