A Comparative Study on Critical Thinking Skills of Bachelor and Master’s Degree Students in Critical Care Nursing

2016 ◽  
Vol InPress (InPress) ◽  
Author(s):  
Hassan Babamohamadi ◽  
Ali Fakhr-Movahedi ◽  
Mohsen Soleimani ◽  
Alireza Emadi
Keyword(s):  
Critical Care ◽  
Critical Thinking ◽  
Comparative Study ◽  
Master's Degree ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Care Nursing ◽  
Master's Degree Students ◽  
Master’S Degree ◽  
Care Nursing

scholarly journals Critical-Thinking Skills of First-Year Athletic Training Students Enrolled in Professional Programs

2017 ◽  
Vol 12 (1) ◽  
pp. 18-25
Author(s):  
Dana K. Bates ◽  
Jill A. Sikkema ◽  
Suzette M. Nynas ◽  
Clinton Culp
Keyword(s):  
Critical Thinking ◽  
Athletic Training ◽  
Master's Degree ◽  
Thinking Skills ◽  
Bachelor's Degree ◽  
Critical Thinking Skills ◽  
First Year ◽  
Athletic Training Students ◽  
Professional Degree ◽  
Master’S Degree

Context:The Examination of Professional Degree Level document presented to the National Athletic Trainers' Association Board of Directors states that research in athletic training education has not investigated differences in the critical-thinking skills of professional athletic training students.Objective:Investigate the differences in critical thinking and other demographic variables across first-year athletic training students enrolled in professional bachelor's- and master's-degree programs.Design:Quantitative study.Setting:District 10 athletic training programs.Patients or Other Participants:Students (N = 40) enrolled within their first 6 months of a professional athletic training program were asked to complete the California Critical Thinking Skills Test (CCTST). Twelve first-year master's-degree students (8 female, 4 male) and 28 bachelor's-degree students (18 female, 10 male) completed the CCTST (age = 20.73 ± 3.09 years).Main Outcome Measure(s):Athletic training students in District 10 were asked to complete the CCTST during the first 6 months of their respective programs. Independent t tests were used to evaluate the difference in critical-thinking scores between professional master's- and bachelor's-degree athletic training students. A 1-way analysis of variance was conducted to determine differences in critical-thinking skills with regard to gender, age, and parental educational level.Results:There were no statistically significant differences in critical-thinking skills between bachelor's- and master's-degree athletic training students enrolled in a professional athletic training program (P = .991). Additionally, there were no statistically significant differences in critical-thinking skills with regard to gender (P = .156), age (P = .410), or parental education level (P = .156).Conclusions:The results suggest master's students do not have greater critical-thinking skills than professional bachelor's students before engaging in athletic training education. Therefore, as the professional degree of athletic training transitions to the graduate level, athletic training educators may need to investigate and use pedagogical practices that will graduate critically thinking athletic trainers.

scholarly journals Quality improvement for self-confidence, critical-thinking, and psychomotor skills in basic life support of nursing health professionals through case-scenario simulation training

2021 ◽  
Vol 11 (8) ◽  
pp. 23
Author(s):  
Sarah J. Lee ◽  
Wendy Johnson ◽  
Teneka Liddell
Keyword(s):  
Critical Care ◽  
Critical Thinking ◽  
Health Professionals ◽  
Simulation Training ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Care Staff ◽  
Scenario Simulation ◽  
Case Scenario ◽  
Medical Emergencies

Background: Recognition and timely management of medical emergencies in non-critical care units are essential in initiating and delivering high quality care. Simulation training is a constructive tool that can be utilized to refresh and maintain knowledge and skills for staff that may not encounter medical emergencies frequently. This study examined staff that work at the John D. Dingell VA Medical Center Community Living Center (CLC), a subacute and inpatient rehabilitation unit, on their critical thinking skills, knowledge, role responsibilities and confidence levels prior to and after implementation of a mixed intervention of a one-hour webinar didactic and one-hour case-based simulation with debriefing. The purpose of the study was to improve non-critical care staff critical thinking, knowledge and confidence when working with a deteriorating patient.Methods: A pretest-posttest study design was used to conduct the study.  Pre and post surveys were given to 42 health professionals which included registered nurses (RN), licensed practical nurses (LPN) and nursing aides after participating in a case scenario using a high-fidelity mannequin to simulate a medical emergency. Analyses were performed using the two-tailed t-test with p-value significance of less than .05 using Excel and JMP by SAS.Results: Among the 42 participants, there was a significant improvement in confidence for recognizing signs of patient deterioration for timely activation of code team (p < .001).  Critical thinking skills and knowledge on appropriate activation of the type of response team based on patients’ speed of deterioration also improved after the intervention (p < .001). Overall, the staff felt more comfortable, confident and knowledgeable concerning their roles and local policy of emergent situations.Conclusions: A team-based case scenario simulation course may improve non-critical care nursing staff confidence, knowledge and critical thinking as it pertains to activation of code teams and willingness to actively participate in medical emergencies.

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