Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research

Kaya, Hülya; Şenyuva, Emine; Bodur, Gönül

doi:10.1016/j.nedt.2016.09.011

Cited by 88 publications

(101 citation statements)

References 10 publications

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“…This is an important finding in terms of indicating that students who have started their undergraduate education with medium-level critical thinking skills also graduate with medium-level critical thinking skills. Similar to this finding, in the study of Kaya et al (2017) in which they measured the critical thinking skills of nursing students at the beginning and end of the academic year, they determined that there was no statistically significant improvement in the critical thinking skills of students. Similarly, in the study of Kanbay et al (2013) in which they compared the critical thinking skills of 1 st , 2 nd , 3 rd and 4 th -grade students, they could not find a statistically significant difference according to the grades.…”

Section: Discussionmentioning

confidence: 55%

Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

Kanbay¹,

Işık²,

Aslan³

et al. 2017

AJERR

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Section: Discussionmentioning

confidence: 55%

Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

Kanbay¹,

Işık²,

Aslan³

et al. 2017

AJERR

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“…[28][29][30] Thereby fostering the development of special abilities, such as clinical reasoning, and the improvement of students' intellectual and affective standards.…”

Section: Discussionmentioning

confidence: 99%

“…It is concluded that, as the nurse progresses in the dimensions of the CT, the greater the professional satisfaction, autonomy and assertiveness, as well as the safe provision of care to the users. 5,8,10,[29][30][31] …”

Section: Discussionmentioning

confidence: 99%

Ensino Das Habilidades Do Pensamento Crítico Por Meio De Problem Based Learning

Carbogim

Oliveira

Mendonça

et al. 2017

Texto contexto - enferm.

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Objective: to comparatively analyze the perception of nursing students from two class groups, regarding the implicit teaching of critical thinking in a Basic Life Support course.Method: educational intervention with a qualitative approach based on historical-cultural theory. A total of 102 students participated in the study, 52 in the intervention group, who were taught using Problem Based Learning methodology associated with guiding questions, and 50 in the control group, taught only using Problem Based Learning. Data were collected from November 12 to 30 in 2015 at the Federal University of Viçosa, through a sociodemographic questionnaire, an evaluation instrument and semi-structured interviews. The evaluative tool and interviews were explored using Bardin's content analysis.Results: the course stimulated critical thinking skills in students from both groups. However, the intervention group portrayed more perceptions about the characteristics of a critical thinker. The students in the control group, to which only the Problem Based Learning methodology was applied to, mentioned the acquisition of technical skills. In the intervention group, to which the Problem Based Learning methodology associated with the guiding questions was applied to, the students reported the skills of a critical thinker in addition to the technical skills.Conclusion: the comparative analysis allows us to conclude that teaching methodologies that stimulate critical thinking become mediators in the development and improvement of higher mental functions in teaching, encompassing cognitive and metacognitive capacities. The study represents contribution and advancement in the scope of nursing teaching, considering that the questions add to the technologies of health education. DESCRIPTORS:Nursing. Nursing education. Nursing students. Problem-based learning. Teaching ENSINO DAS HABILIDADES DO PENSAMENTO CRÍTICO POR MEIO DE PROBLEM BASED LEARNING ENSEÑANZA DE LAS HABILIDADES DEL PENSAMIENTO CRÍTICO POR MEDIO DE LA PROBLEM BASED LEARNING RESUMENObjetivo: analizar comparativamente la percepción de estudiantes de enfermería, en dos clases, sobre la enseñanza implícita del pensamiento crítico en un curso de soporte básico de vida.Método: intervención educativa, con abordaje cualitativo, fundamentada en la teoría históricocultural. En el estudio participaron 102 estudiantes, siendo 52 en el grupo de intervención, que fueron enseñados por medio de la metodología del Problem Based Learning asociada a cuestiones orientadoras, y 50 en el grupo control, enseñados sólo con el Problem Based Learning. Los datos fueron recolectados de 12 a 30 de noviembre de 2015, en la Universidad Federal de Viçosa, a través de cuestionario sociodemográfico, instrumento evaluativo y entrevistas semiestructuradas. El instrumento de evaluación y las entrevistas fueron exploradas por el análisis de contenido de Bardin.Resultados: el curso movilizó habilidades de pensamiento crítico en los estudiantes de ambos grupos. Sin embargo, en el grupo de intervención, expusier...

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“…The inventory of critical thinking disposition will help teachers to provide information about the critical thinking dispositions of students, both instantaneously [2], [10], [11], [12], [13], [14], and periodically [15], [16], [17], [18]. By providing this information, teachers can design appropriate learning strategies to improve students' critical thinking disposition.…”

Section: B Discussionmentioning

confidence: 99%

Development Of Critical Thinking Disposition Inventory

Redhana¹,

Karyasa²,

Atrisa³

2017

Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

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Abstract-The aims of the study was to produce an inventory of critical thinking disposition. The inventory was used to measure critical thinking disposition of junior high school students. Model of the study was research and development. Results of expert validations and readability testing showed that, in general, the inventory being developed was very appropriate to measure the critical thinking disposition of students.

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Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research

Cited by 88 publications

References 10 publications

Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

Critical Thinking Skill and Academic Achievement Development in Nursing Students: Four-year Longitudinal Study

Ensino Das Habilidades Do Pensamento Crítico Por Meio De Problem Based Learning

Development Of Critical Thinking Disposition Inventory

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