Factors in the Critical Thinking Disposition and Skills of Intensive Care Nurses

Gezer, Nurdan; Yildirim, Belgin; Ozaydin, Esma

doi:10.4172/2167-1168.1000390

Cited by 9 publications

(9 citation statements)

References 3 publications

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“…Results of the study by Salsali et al, on the evaluation and comparison of critical thinking disposition in Asian and non-Asian students showed that the disposition toward critical thinking was lower in Asian students than their non-Asian counterparts (6). In a study by Gezer et al, conducted in Turkey, the level of critical thinking disposition in nursing students was poor (16). Review of the studies showed that the level of critical thinking disposition in Iranian students was rarely higher than medium level and in most of the cases, no significant association was observed between the grade and level of in critical thinking skills and disposition (13,17,18).…”

Section: Introductionmentioning

confidence: 98%

“…The achievement goal theory and its correlation with disposition toward critical thinking is another variable considered by the researchers, which plays a significant role in the quality of learning process, academic achievement, success, and competency. Without benefitting from adequate motivation and self-confidence, it is impossible to create commitment, effort, and perseverance (16).…”

Section: Introductionmentioning

confidence: 99%

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Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Shakurnia

Baniasad

2018

Strides Dev Med Educ

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Background: Since medical students play an important role in public health system as well as the treatment of patients, the need for critical thinking in them is extensively felt. The current study aimed at evaluating the level of critical thinking disposition (CTD) in the first-and last-year medical students and its association with goal orientation in Ahvaz Jundishapur University of Medical Sciences in 2016. Methods: The current cross sectional study used critical thinking disposition inventory (CTDI) developed by Rudd and Ricketts, and achievement goal questionnaire-revised (AGQ-R) developed by McGregor and Elliot to collect data. The questionnaires were distributed among 255 students of which 204 (80%) students completed them. Data were analyzed using t-test and Pearson correlation coefficient. Results: Of the 204 studied subjects, 104 were the first-year and 100 the last-year medical students. The mean age of the first and last year of medical students was 18.930.86 and 24.601.31 years, respectively. Moreover, 47 first-year and 66 last-year subjects were female. The mean score of CTD for the first-and last-year students were 69.82 ± 10.60 and 71.48 ± 11.86, respectively, lower than the average range. Based on the t-test results, there was no significant difference between this group students (P = 0.310). The mean score of CTD and AGQ for all the study participants was 70.75 ± 11.12 and 28.22 ± 7.76, respectively; a significant correlation was observed between critical thinking disposition and achievement goal orientation (P = 0.001, r = 0.294). Conclusions: The results of the current study indicated that the CTD score was lower than average range in the first-and last-year students; besides, lack of difference between first and last year students emphasized that educational processes should be propelled toward employment of approaches to promote and strengthen critical thinking disposition.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Shakurnia

Baniasad

2018

Strides Dev Med Educ

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“…Critical thinking (CT) is considered to be a crucial element for clinical decision-making by nurses, and improved empowerment to engage in CT is considered to be a core program outcome in nursing education. However, recent studies have reported difficulties in applying CT to nursing practice [ 1 , 2 ], moderately low levels of CT among nurses [ 3 ], and differences in the understanding of the meaning of CT among nursing educators and scholars [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

“…Meanwhile, cognitive skills may help nurses analyze their inferences, explain their interpretations, and evaluate their analyses [ 11 ]. Knowledge is also necessary to strengthen and support the cognitive process of CT [ 3 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review

Lee

Oh²

2020

J Educ Eval Health Prof

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Purpose: The purpose of this study was to obtain a more comprehensive understanding of critical thinking within the clinical nursing context. In this review, we addressed the following specific research questions: what are the levels of critical thinking among clinical nurses?; what are the antecedents of critical thinking?; and what are the consequences of critical thinking? Methods: A narrative literature review was applied in this study. Thirteen articles published from July 2013 to December 2019 were appraised since the most recent scoping review on critical thinking among nurses was conducted from January 1999 to June 2013.Results: The levels of critical thinking among clinical nurses were moderate or high. Regarding the antecedents of critical thinking, the influence of sociodemographic variables on critical thinking was inconsistent, with the exception that levels of critical thinking differed according to years of work experience. Finally, little research has been conducted on the consequences of critical thinking and related factors.Conclusion: The above findings highlight the levels, antecedents, and consequences of critical thinking among clinical nurses in various settings. Considering the significant association between years of work experience and critical thinking capability, it may be effective for organizations to deliver tailored education programs on critical thinking for nurses according to their years of work experience.

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“…[1,2] Still, research indicates that nursing students' critical thinking skills and abilities tend to be under-developed upon graduation. [3] The various skills and dispositions associated with critical thinking (CT) make teaching and learning CT challenging according to Abrami et al [4] To teach students to be effective critical thinkers, educators need to foster student development of strategies necessary to problem solve well. [4] Thus, unless the factors of CT are taught (and learned), such as the associated dispositions and skills, the instruction is likely to have limited effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Connecting critical thinking, caring, and curiosity in nurse education: Exploring the beliefs and practices of nurse educators

Nadelson

Nadelson²

2019

JNEP

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A theoretical association exists between caring, critical thinking, and curiosity. We wanted to gain a deeper understanding about how the relationships translated to the perceptions and practices of nurse educators. We developed a survey of selected and free response items to gather a combination of quantitative and qualitative data related to nurse educators’ perceptions and practices related to caring, critical thinking, and curiosity. We distributed an invitation to participate in our online survey research project through direct communication with a sample of nurse educators and posted the request to a handful of nurse educator social media sites and listservs. Forty-six nurse educators fully completed our survey. Findings include a mixture of positive perceptions about learning caring and curiosity, insights about the importance of caring and curiosity in nursing, and practices that included promoting critical thinking and curiosity among nurses. We follow the results with a discussion of implications for nurse education.

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Factors in the Critical Thinking Disposition and Skills of Intensive Care Nurses

Cited by 9 publications

References 3 publications

Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Levels, antecedents, and consequences of critical thinking among clinical nurses: a quantitative literature review

Connecting critical thinking, caring, and curiosity in nurse education: Exploring the beliefs and practices of nurse educators

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