Differences in critical thinking skills between nursing students on a fast-track versus traditional 4-year programme

2021 ◽  
Vol 30 (7) ◽  
pp. 434-439
Author(s):  
Khaldoun Aldiabat ◽  
Enam Alsrayheen ◽  
Catherine Aquino-Russell ◽  
Mohammad Al-Qadire ◽  
Omar Al Rawajfah ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Fast Track ◽  
Thinking Skills ◽  
Cross Sectional Study ◽  
Critical Thinking Skills ◽  
Cross Sectional ◽  
University Degree ◽  
Self Administered Questionnaire ◽  
Canada Data

Background: The authors were unable to find studies comparing the critical thinking skills of nursing students on advanced standing programmes (ASP) and on traditional 4-year BN programmes in Canada. The ASP is a condensed Bachelor of Nursing (BN) programme, designed for students who already have a university degree or similar qualification. Aim: To measure and compare the critical thinking skills of ASP students and traditional 4-year BN students. Method: A cross-sectional study using a self-administered questionnaire used to collect data from 100 nursing students at a university in Canada. Data were analysed using descriptive and inferential statistics. All research ethics were taken into consideration. Findings: All participants scored highly in their critical thinking skills. However, ASP students scored significantly higher than their counterparts on the 4-year programme (M=21.6 vs M=18.9, F=4.75, P=0.035). Conclusion: Higher critical thinking skills among ASP nursing students is a promising sign to expand and support this type of programme as a fast and effective method to cover the shortage in nurses.

scholarly journals Determinan Adversity Quotient dan Kemampuan Berpikir Kritis Dengan Stres Pada Mahasiswa Yang Sudah Bekerja

2020 ◽  
Vol 4 (2) ◽  
pp. 145
Author(s):  
Riris Andriati ◽  
Fenita Purnama Sari Indah ◽  
Renti Yunita
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Health Science ◽  
P Value ◽  
Cross Sectional ◽  
Probability Sampling ◽  
Purposive Sampling ◽  
The World

The incidence of stress was quite high, reaching more than 350 million people in the world and ranked 4th in the world. The purpose of this study was to determine the relationship between adversity quotient and critical thinking ability with stress on nursing students in the Widya Dharma Husada Tangerang School of Health Science who are already working. The method of this research was analytic study with a cross sectional approach. The number of samples was 96 students at Widya Dharma Husada Tangerang School of Health Science in 2020. Sampling used non-probability sampling techniques with purposive sampling. The results showed that respondents had a moderate adversity quotient of 48 respondents (50%) and respondents who think critically are not good as many as 61 respondents (63,5%). Statistical test results obtained the, then it can be concluded that there is a significant relationship between adversity quotient with stress (p-value = 0.004) and critical thinking skills with stress (p-value = 0.015) Keywords:Adversity QuotientCritical thinkingStressABSTRAKAngka kejadian stres tergolong cukup tinggi memperoleh lebih dari 350 juta penduduk di dunia dan berada di peringkat ke-4 penyakit di dunia. Tujuan Penelitian ini adalah untuk mengetahui hubungan adversity quotient dan kemampuan berpikir kritis dengan stres pada mahasiswa program b keperawatan di STIKes Widya Dharma Husada Tangerang yang sudah bekerja. Metode Penelitian ini merupakan penelitian analitik dengan pendekatan cross sectional. Jumlah sampel sebanyak 96 mahasiswa di STIKes Widya Dharma Husada Tangerang Tahun 2020. Pengambilan sampel menggunakan teknik non probability sampling dengan purposive sampling. Hasil penelitian diperoleh bahwa responden memiliki adversity quotient sedang sebanyak 48 responden (50%), responden yang berpikir kritis kurang baik sebanyak 61 responden (63,5%). Hasil uji statistik diperoleh, maka dapat disimpulkan bahwa ada hubungan yang signifikan antara adversity quotient dengan stres (p-value=0,004), dan kemampuan berpikir kritis dengan stres (p-value=0,015). Kata Kunci: Adversity QuotientKemampuan Berpikir Kritis,Stres

scholarly journals Nursing Students’ Perception on Tutor Performance and Students’ Critical Thinking in Online Learning

2022 ◽  
Vol 5 (2) ◽  
Author(s):  
Muhammad Fahri ◽  
Lisa Musharyanti
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Cross Sectional ◽  
Study Results

Background: The Covid-19 pandemic has influenced health education in many countries, including nursing education that moved to online learning.  It affects the tutor's performance and students' critical thinking skills, especially in online PBL tutorials. Tutor and nursing students have to re-adapt to a new online meeting atmosphere that previously had face-to-face meetings. There was no previous investigation into the effect of online PBL on tutor performance and nursing students’ critical thinking skills in UMY.Purpose: This study aims to determine students’ perceptions of tutor performance in online problem-based learning tutorials and the critical thinking skills of nursing students in UMY.Methods: This research is a cross-sectional quantitative study. The sample included 91 second-year nursing students, using the total sampling technique. The researchers used two questionnaires with closed questions about the tutor's performance in PBL tutorials and the critical thinking skills. Data were analyzed by univariate analysis. Result: The majority of respondents were female (83.5%) and 19-20 years old (91.2%). The study results showed that the tutor's performance on the online PBL tutorial was in the good category (95.6%), while the critical thinking ability was in the poor category (54.9%).Conclusion: This study showed that students still needed to adjust and adapt maximally to online problem-based learning tutorials and needed support and motivation to improve the quality of learning.

scholarly journals Usability Telecontextual Study for Nursing Students: Unfolding Case Study

2021 ◽  
pp. 697-704
Author(s):  
Gina Nurdina ◽  
Tri Antika Rizki Kusuma Putri ◽  
Suci Noor Hayati
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Statistical Tests ◽  
Univariate Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Application Development ◽  
Cross Sectional ◽  
Almost All

Telecontextual study is a remote guidance method using an online platform to help students understand competency test materials and updates on nursing cases. This study aims to identify the platform’s usability to increase critical thinking for prepared students facing UJIKOM. The design of this study was descriptive with a cross-sectional approach. The research population is 34 students of STIKep PPNI West Java. Data collection was done via the USE questionnaire with 13 statements. The method’s useability was described with univariate analysis. The majority of respondents said this application was easy to apply (70.6%). Almost all respondents stated that this application was suitable and improved the critical thinking skills of nursing students (91.2%). Based on statistical tests, all respondents said that this application is easy to remember (100%). More than half of the respondents stated that this application only had minor errors (67.6%). All respondents remain satisfied with this application, although it needs improvement in several aspects (100%). It can be concluded that this application has good usability, as evidenced by the high score of the five usability aspects. Application development by minimizing errors and fixing the settings following the user target is expected to increase this application’s usability and readiness on a larger scale.   Keywords: Usability, Telecontextual, Unfolding Case Study

scholarly journals Online Pregnancy-Related Information: Reliability and Worries Among Expectant Women In Qatar

2021 ◽  
Author(s):  
Ayman Al-Dahshan ◽  
Mohamad Chehab ◽  
Nagah Selim
Keyword(s):  
Antenatal Care ◽  
Pregnant Women ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Care Providers ◽  
Cross Sectional ◽  
Web Based ◽  
Related Information ◽  
University Degree ◽  
Self Administered Questionnaire

Abstract Background: Although the internet can be a source of reassurance and clarification for expectant women, it ‎could cause concerns or feelings of worry when reading about pregnancy-related ‎information. The current research sought to assess the feelings of worry and perceived reliability towards online pregnancy-related information and the associated factors among expectant women attending antenatal clinics at primary healthcare centers in Qatar.Methods: A cross-sectional study design was employed. The participants were recruited through a systematic random sampling technique. ‎A self-administered questionnaire was used to collect data from the participants. Descriptive and analytic statistics were used when appropriate‎.Results: A total of 327 expecting women completed the questionnaire. Most participants were aged between 26-34 years (74.1%), held a college/university degree (76.4%), and multigravidas (73.1%). About one-third of the women ‎(31.2‎%) reported feeling worried due to something they read online. The participants coped with these feelings by consulting their antenatal care provider at the next appointment (51.0%) or by talking with relatives and friends (47.0%). Furthermore, most women (79.2%) considered online pregnancy-related information to be reliable or highly reliable. Holding a college/university degree, primigravidae, and having no children were factors significantly associated with a high perception of reliability of online health information.Conclusion: Although online pregnancy information caused feelings of worry for some pregnant ‎women, most women perceived such information to be reliable. Thus, antenatal care providers should be equipped to guide pregnant women on how to access high-quality web-based information.

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

Early Identification of Transformation in the Proficiency Level of Critical Thinking

2017 ◽  
pp. 190-211
Author(s):  
Velmarie King Swing
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Associate Degree ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Methodology ◽  
Associate Degree Nursing Students ◽  
Early Evaluation ◽  
First Semester ◽  
Proficiency Level

Critical Thinking (CT) in the nurse graduate continues to be a topic of concern in the academic and acute care settings. Few studies focus on early evaluation of Critical Thinking Skills (CTS). The purpose of this chapter is to show how the non-experimental, explanatory, quantitative study, the Kaplan CTIT, was employed to determine if a transformation in the level of CTS occurs within the first semester of associate degree nursing students. Participants completed the pretest in the first three weeks of classes. Posttests were given after course finals. A significant transformation in the level of CT occurred. The estimated change in CT test scores was 2.04, with 95% confidence. Implications for early measurement of CTS in nursing programs reveals if teaching methodology is providing the necessary input for developing CTS or if evaluation and changes are needed.

scholarly journals Teaching strategies and outcome assessments targeting critical thinking in bachelor nursing students: a scoping review protocol

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e033214
Author(s):  
Frida Westerdahl ◽  
Elisabeth Carlson ◽  
Anne Wennick ◽  
Gunilla Borglin
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Teaching Strategies ◽  
Scoping Review ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Ethical Review ◽  
Sensitive Information ◽  
Design Data ◽  
The Impact

IntroductionApplying critical thinking is essential for nursing students both in an academic and clinical context. Particularly, as critical thinking is a vital part of nurses’ everyday problem-solving and decision-making processes. Therefore, regardless of the topic taught or the setting in which it is taught, it requires teaching strategies especially targeting students’ critical thinking skills and abilities. One challenge with the latter is the difficulties to assess and evaluate the impact of such teaching strategies on the students’ critical thinking disposition. Hence, our objective will be to review published literature on; existing teaching strategies and outcomes assessments targeting nursing students’ critical thinking skills and abilities.Methods and analysisOur scoping review will be conducted in accordance with Arksey and O’Malley’s framework for scoping studies. Search strategies will be developed in cooperation with an experienced librarian, and adjusted to each individual database for example, CINAHL, PubMed, PsycINFO, ERIC and ERC. A preliminary search in CINAHL was conducted on the 17thof July 2019. Peer-reviewed published studies conducted with a qualitative, quantitative or mixed method design and focussing our objectives, will be eligible for inclusion. Included studies will be quality assessed in accordance with their study design. Data will be charted using a standardised extraction form. The qualitative data will be presented through a thematic analyses, and the quantitative data by descriptive numerical analysis. Lastly, nurse educators and nursing students will be consulted for validation of the findings from the scoping review.Ethics and disseminationUnder the Swedish Ethical Review Act (2003:460) this study does not need ethical clearance by a Regional Ethical Review Authority as it not includes any primary empirical data on biological material or sensitive information. The findings will be used to inform the design of a future study aiming to develop an, and subsequently evaluate it, educational intervention targeting teaching strategies focussing on nursing students’ critical thinking skills and abilities.

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