Disposition towards critical thinking: a study of Chinese undergraduate nursing students

Ip, WY; Lee, Diana; Lee, Iris F. K.; Chau, Janita Pak Chun; Wootton, Y.; Chang, Anne M.

doi:10.1046/j.1365-2648.2000.01417.x

Cited by 126 publications

(96 citation statements)

References 10 publications

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“…Shin (1998) investigated critical thinking of undergraduate and graduate nursing students and observed significant differences between critical thinking levels of nursing students at different level of education. Ip et al (2000) assessed the critical thinking trends of 122 undergraduate nursing students in Hong Kong and reported significant differences in critical thinking scores of the first-year students. Walsh and Hardy (1999) compared the critical thinking scores of university students at different majors.…”

Section: Discussionmentioning

confidence: 99%

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Günaydın¹,

Barlas²

2015

Mid. Black Sea J of Health Sci.

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Objective: The aim of this study was to determine the factors affecting critical thinking and empathic disposition of nursing students and the relationships between the empathy and critical thinking disposition in nursing education. Methods: The study was carried out on undergraduate students at nursing school during 2011-2012 academic years. The sample consisted of 276 students who had agreed to participate in the research, 30.7% of them were the first year students (freshman), 27.4 % were the second year students (sophomore), 20.2% were the third year students (junior) and 20.9% were the fourth year students (senior) of nursing program. California Critical Thinking Disposition Inventory (CCTDI) designed by Kökdemir and Empathic Tendency Scale invented by Dökmen were used to assess the research data. Furthermore, an "Individual Information Form" questioning the grades, genders and parental education levels of the nursing students was prepared and applied by the researcher. Results: The mean score for the Empathic Tendency Scale was 53.25±6.57, the mean score for the Critical Thinking Disposition Scale was 209.95±25.26. Correlation analysis revealed significant relationships between the students' scores of Empathic Tendency Scale and total score of Critical Thinking Disposition Scale (r=0.186 p<0.05). Significant differences were observed in total scores for the Critical Thinking Disposition Scale, Empathic Tendency Scale and Analytical Thinking Sub-scale of student groups (p<0.01). The differences were especially distinctive in fourth year students of nursing program. However, there was no relationship between the nursing students' critical thinking disposition sub-scales and empathic tendencies (p>0.05). It was detected that nursing students' critical thinking ability was not affected by their genders and parental education levels. Conclusion: A significant relationship was observed between the Empathic Tendency and general Critical Thinking Disposition and Analytical Thinking skills. The differences were also observed between the class levels in terms of Empathic Tendency and Critical Thinking Disposition and it was also observed that nursing students' critical thinking disposition scores were considerably low. These findings suggest that these skills can be enhanced with education. Current findings revealed that emphasis should be placed on practical works to develop students' ability of empathy and critical thinking disposition in class levels.

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Section: Discussionmentioning

confidence: 99%

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Günaydın¹,

Barlas²

2015

Mid. Black Sea J of Health Sci.

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“…Even though the term critical thinking is widely used in nursing literature, adopted in clinical practice (Koch, 1997), in educational programmes (Ribbons, 1998, Loving, 2000 and has been the focus of research projects (Girot, 2000, Ip et al, 2000, Daly, 2001). In the US, Loving, (2000) used Paul's model (Paul, 1995) as a framework for the integration of critical thinking skills in nursing courses.…”

Section: Instructional Methods To Develop Critical Thinking In Nurse mentioning

confidence: 99%

Measures that can be used to instill critical thinking skills in nurse prescribers

Banning

2006

Nurse Education in Practice

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Critical thinking is a pervasive skill that involves scrutinizing, differentiating, and appraising information and reflecting on the information gained in order to make judgements and inform clinical decisions. Studies inform us of the need for agreement on the approaches used to teach and measure critical thinking. Nurse prescribers undertake an advanced role that encompass the need to be able to make clinically based decisions about the appropriateness of a specific medication. This requires critical thinking attributes. A variety of teaching and learning approaches are offered which can be used by nurse educators to develop critical thinking skills in nurse prescribers.

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“…A study by Agbedia et al (2008) on the disposition towards critical thinking of nursing students from Nigeria showed that the respondents were low on scores on truth seeking and opens mindedness. The study by Ip et al (2000) explored the disposition towards critical thinking of Chinese students; Tiwari et al (2003) went a step further to compare the disposition towards critical thinking of Chinese and Australia nursing students. The result showed that Australian nursing students were better thinker than the Chinese.…”

Section: Issues Influencing the Use Of Critically Thinking In Nursingmentioning

confidence: 99%

Critical thinking; issues in nursing education and practice

Aagbedia

Ogbe

2013

IJANS

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The emphasis on the use of the nursing process in both nursing education and clinical practice would lead one to expect that the process of critical thinking is well understood and applied in nursing situation. But this is not the case. There is a substantial body of evidence to show that tasks, ward routines and rituals and procedures socialization of neophytes in nursing are strong obstacles to use of critical thinking skills in nursing. Rapid technological changes and increase consumer demand for health services dictate the need for professionally prepared nurses who are competent and capable of critical thinking abilities to process complex data and make and intelligent decision. But the question is, is nursing education and practice promoting critical thinking? This paper examines critical thinking in relation to other modes of thinking used by clinical nurses and issues in providing quality nursing care. In addition, thought processes that can influence nurse’s ability to provide safe, high-quality care are explored. The importance of exploring these thought process is to offer the reader a context in which to judge the appropriateness of nursing actions. Implications to nursing are discussed. Keywords: Critical thinking, nursing, disposition to critical thinking, evidence-based practice, uncertainty in nursing.

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Disposition towards critical thinking: a study of Chinese undergraduate nursing students

Cited by 126 publications

References 10 publications

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Determination The Critical Thinking and Empathy Disposition of Nursing Students

Measures that can be used to instill critical thinking skills in nurse prescribers

Critical thinking; issues in nursing education and practice

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