scholarly journals Analysis of the factors affecting the application of critical thinking with the behavior of caring nurses in providing nursing care in RS Royal Prima Medan 2020

2021 ◽  
Vol 9 (7) ◽  
pp. 1998
Author(s):  
Yusliana . ◽  
Chrismis Novalinda Ginting ◽  
Linda Chiuman ◽  
Suci Erawati
Keyword(s):  
Critical Thinking ◽  
Nursing Care ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Influential Factor ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Caring Behavior ◽  
Nurse Caring

Background: Caring behavior is the core in nursing that is indispensable in providing nursing care. One of the ways to improve caring behavior is through the development of critical thinking skills. This study was conducted to determine the effect of applying critical thinking with caring behavior of nurses in providing nursing care at the Royal Prima hospital in Medan.Methods: This study was a quantitative study using correlation research methods with a cross sectional approach to 35 nurses at the Royal Prima hospital in Medan using a simple random sampling technique.Results: The results showed that there was a significant influence between critical thinking and nurse caring behavior (p=0.020; 0.05), the characteristics of respondents who had an effect on nurse caring behavior were training (p=0.025; 0.05), critical thinking variable was a the most influential factor with nurses' caring behavior (OR=3.590).Conclusions: Based on the results of this study the importance of developing new knowledge and skills to improve critical thinking skills and caring behavior.

Nursing Care Plans Versus Concept Maps in the Enhancement of Critical Thinking Skills in Nursing Students Enrolled in a Baccalaureate Nursing Program

2012 ◽  
Vol 18 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Tina Sinatra-Wilhelm
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Nursing Care ◽  
Baccalaureate Nursing ◽  
Concept Maps ◽  
Teaching Strategy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Care Plans

Appropriate and effective critical thinking and problem solving is necessary for all nurses in order to make complex decisions that improve patient outcomes, safety, and quality of nursing care. With the current emphasis on quality improvement, critical thinking ability is a noteworthy concern within the nursing profession. An in-depth review of literature related to critical thinking was performed. The use of nursing care plans and concept mapping to improve critical thinking skills was among the recommendations identified. This study compares the use of nursing care plans and concept mapping as a teaching strategy for the enhancement of critical thinking skills in baccalaureate level nursing students. The California Critical Thinking Skills Test was used as a method of comparison and evaluation. Results indicate that concept mapping enhances critical thinking skills in baccalaureate nursing students.

scholarly journals Relationship of Science Process Skills on Critical Thinking Ability Review By Gender In Madrasah Aliyah

2021 ◽  
Vol 9 (4) ◽  
pp. 711-735
Author(s):  
Darmaji Darmaji ◽  
Astalini Astalini ◽  
Dwi Agus Kurniawan* ◽  
Agnes Aktapianti Br.Ginting
Keyword(s):  
Critical Thinking ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Strong Relationship ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Approach ◽  
Process Skills ◽  
Science Process Skills

Science process skills are very important to be mastered by students to help improve critical thinking skills. The purpose of this study was to determine whether there is a relationship between science process skills and critical thinking skills in terms of gender. This type of research used is an experiment with a quantitative research approach. The sampling technique in this study was a simple random sampling technique with a sample size of 50 students. The instruments used in this study were observation sheets of science process skills and critical thinking skills test questions. The data analysis technique used is descriptive statistical analysis and inferential statistics. Based on the results of the correlation test that has been carried out, the Pearson correlation value is 0.648, which means that there is a strong relationship between science process skills and students' thinking skills. This research can be used as a guideline for scientific process skills research on critical thinking skills in the future. The update in this research is the relationship between science process skills and critical thinking skills based on gender

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 Pengaruh Model Pembelajaran dan Gaya Belajar terhadap Keterampilan Berpikir Kritis Peserta Didik Kelas XI IPA SMA Negeri 3 Palopo Pada Materi Pokok Larutan Asam Basa

2017 ◽  
Vol 18 (2) ◽  
pp. 20
Author(s):  
Nurasia Nurasia
Keyword(s):  
Critical Thinking ◽  
Learning Style ◽  
Subject Matter ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Model ◽  
Acid Base ◽  
Base Solution ◽  
The Subject

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh dari model pembelajaran dan gaya belajar terhadap keterampilan berpikir kritis peserta didik kelas XI  IPA SMA Negeri 3 Palopo pada materi pokok larutan asam basa.  Jenis penelitian adalah eksperimen semu dengan menggunakan desain Faktorial 2x3. Populasi penelitian adalah seluruh peserta didik kelas XI IPA SMA Negeri 3 Palopo tahun ajaran 2013/2014 yang berjumlah 180 orang. Pengambilan sampel dilakukan dengan simple random sampling dan kelas yang terpilih adalah kelas XI IPA D dan XI IPA F. Pengujian hipotesis dilakukan dengan program SPSS 20 menggunakan analisis ANACOVA. Hasil penelitian ini menunjukkan bahwa (1) Ada pengaruh model pembelajaran terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (2) Tidak ada pengaruh gaya belajar visual, auditorial dan kinestetik terhadap keterampilan berpikir kritis peserta didik di kelas XI IPA SMA  Negeri 3 palopo pada materi pokok larutan asam basa, (3) Tidak ada interaksi antara model pembelajaran dengan gaya belajar dalam mempengaruhi keterampilan berpikir kritis peserta didik kelas XI IPA SMA Negeri 3  Palopo pada materi larutan asam basa. Rata-rata  keterampilan berpikir kritis peserta didik yang diajar dengan menggunakan model pembelajaran inkuiri lebih tinggi dari pada yang diajar dengan menggunakan model pembelajaran langsung. Rata-rata keterampilan berpikir kritis peserta didik yang memiliki gaya belajar audiotori lebih tinggi dari pada peserta didik yang memiliki gaya belajar visual dan kinestetik.Kata kunci: Model pembelajaran, Gaya belajar, Keterampilan berpikir kritis ABSTRACTThis research aims to identify the influence of instructional model and learning style to critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution. This type of research is quasi-experimental using factorial design 2x3. Population of the research was all students in class XI Science SMAN 3 Palopo school year 2013/2014 which amounted to 180 students. The sample was taken by simple random sampling and the selected class is XI D Science and XI F Science. The Hypothesis test was conducted by SPSS 20 Program using The ANACOVA (Analysis of Covariance) analysis. The results of this study show that (1) There is an influence of instructional model to critical thinking skills of students in class XI Science at SMAN 3 Palopo in the subject matter acid-base solution, (2) There is no influence of visual learning style, auditory and kinesthetic toward the critical thinking skills of students in class XI Science SMAN 3 Palopo in the subject matter acid-base solution, (3) There is no interaction between the instructional model and learning styles in influencing the critical thinking skills of students in class XI Science SMAN 3 Palopo the acid base solution material. Average critical thinking skills that students taught using inquiry learning model is higher than those taught using direct instructional model. Average score critical thinking skills of learners who have learning styles auditory higher than the learners who have visual and kinesthetic learning styles.Keywords: Instructional model, Learning style, Critical thinking skills

Effect of critical thinking training on medical student ability: A longitudinal study (Preprint)

2019 ◽  
Author(s):  
Akbar Soltani Jr ◽  
Mahboobeh Khabaz Mafinejad ◽  
Maryam Tajik ◽  
Hamideh Moosapour ◽  
Taha Bayat
Keyword(s):  
Critical Thinking ◽  
Medical Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Influential Factor ◽  
P Value ◽  
Routine Practice ◽  
Undergraduate Medical Students ◽  
Convenience Sample ◽  
Significant Difference

BACKGROUND Teaching critical thinking is one of the main requirements for a successful career in the medical profession. Given that healthcare is an uncertain domain and prone to diagnostic and management errors, improving critical thinking abilities of physicians could be an influential factor in medical routine practice, such as choosing treatment plans, making an accurate diagnosis and reducing the medical errors. OBJECTIVE The aim of the study was to evaluate the effects of holding a longitudinal critical thinking course on medical students’ skills. METHODS A longitudinal descriptive design was used with a convenience sample of 103 students; 91 students participated two times in completing a questionnaire each March from 2013 to 2016. The valid response rate was 88%. Students were asked to complete the California Critical Thinking Skills Test in the week before their first educational session. Posttest data were collected 6 to 8 weeks after the program. RESULTS Ninety-one medical students with the mean age of 20±2.8 years participated in this study. Forty-three of them were male (%47.3). The highest change in both pre and post-test scores was for the analysis part. We have a positive difference in all the subscales but the difference is not significantly meaningful for the inference and deductive part (P-value= 0.28 and 0.42). We found no significant difference between the scores of male and female (P=0.77). CONCLUSIONS The study indicated that teaching clinical thinking to undergraduate medical students could improve their critical thinking skills. Students performed the best in the analysis, inductive reasoning, and evaluation skills and their weakest skill was inference and deductive.

scholarly journals The Effect of PhET-Assisted Problem Solving Method on Students' Critical Thinking skills

2021 ◽  
Vol 9 (1) ◽  
pp. 136
Author(s):  
Ni Nyoman Sri Putu Verawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Solving ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design

This study aims to determine the effect of PhET-assisted problem solving methods on students' critical thinking skills. This research is a quasi-experimental research with pretest posttest control group design. Sampling was done by simple random sampling technique, namely class XI IPA-1 as the experimental class and XI IPA-2 as the control class. The research was conducted in one of the senior high schools in Central Lombok – West Nusa Tenggara. The data analysis technique used is t-test using SPSS. The result of hypothesis testing is that the t-test value is less than 0.05. These results indicate that Ho is rejected and Ha is accepted. Based on the results of research and data analysis, it can be concluded that the PhET-assisted problem solving learning method affects students' critical thinking skills.

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 A VARIETY OF TEACHING-LEARNING STRATEGIES TO IMPROVE THE CARING BEHAVIOR OF NURSING STUDENTS

2018 ◽  
Vol 4 (6) ◽  
pp. 545-551
Author(s):  
Anastasia Anna ◽  
Aan Nuraeni ◽  
Atlastieka Praptiwi
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Learning Strategies ◽  
Well Being ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
P Value ◽  
Caring Behavior ◽  
Carative Factors ◽  
Teaching Learning

Background: Caring is the essence of nursing that is believed vital in improving the health and well-being of patients and in facilitating health promotion. Nursing education has a fundamental role in shaping a positive student’s caring behavior.Objective: This study identified the caring behavior of the final-year nursing students after completing a critical care nursing course unit by implementing assorted teaching-learning strategies.Methods: This study was a descriptive research using a comparative design. Samples were recruited from a group of 152 final-year students using a random sampling technique (n=76). Data were collected using a valid and reliable Indonesian caring instrument consisting of 32 items based on Watson’s ten carative factors. Data were analyzed using descriptive statistics by calculating mean scores of students’ caring behavior. A paired t test was performed to evaluate the difference between caring behavior before and after completion of the course unit involving a diverse teaching learning strategies, such as face-to-face lectures in the class, quizzes and practicums, facilitated small group case-based discussions, and expert reviews.Results: Results showed that more than half of the students had negative caring behavior before (59.22%) and after (54.55%) participating in learning process. There was also a barely statistical unsignificance in the change of caring behavior following the course unit that involved various learning strategies (p value = 0.276). Further analyses of the 10 carative factors revealed that there was a significant change in transpersonal teaching-learning, provision for a supportive, protective, and/or corrective mental, physical, sociocultural, and spiritual environment, and spiritual environment and existential-phenomenological spiritual forces (improved, p value <0.05).Conclusions: Student-centered learning is a good approach to enhance the students’ critical thinking skills. However, in implementing the approach, there is a need to reevaluate appropriate method so as to simultaneously develop students’ critical thinking skills, caring behavior, and empathy.

scholarly journals Effect of Pjbl Model and Preliminary Knowledge on Critical Thinking Skills of Grade Iv Students of Kartika Elementary School 1-11 Kota Padang

2019 ◽  
Vol 1 (1) ◽  
pp. 205-210
Author(s):  
Dian Puspita Sari ◽  
Abna Hidayati ◽  
Yanti Fitria ◽  
Mudjiran Mudjiran
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Quasi Experimental ◽  
Experimental Type ◽  
Initial Knowledge

This quasi-experimental study was to find out: (1) the influence of critical thinking skills of students given the Project Based Learning (PjBL) model with students who were given conventional learning; (2) the influence of critical knowledge with high initial knowledge using the Project Based Learning (PjBL) model compared to those using conventional learning; (3) the influence of critical thinking skills with low initial knowledge using the Project Based Learning (PjBL) model compared to those using conventional learning; (4) interaction between learning strategies with students' initial knowledge of critical thinking skills. This research is a quasi-experimental type with a research design using factorial 2x2. The population is all SD Kartika 1-11 students and the sample is 50 IVA and IVB students. The sampling technique is simple random sampling. Research data was obtained from tests of initial knowledge and critical thinking skills. The results of the study indicate that: (1) students' critical thinking skills given the Project Based Learning (PjBL) model higher tcount = 1.910> t table = 1.708; (2) Critical thinking skills with high initial knowledge using the Project Based Learning (PjBL) and conventional models have no significant differences thitung = 1.87 <ttable = 2.56; (3) Critical thinking skills with low initial knowledge use the Project Based Learning (PjBL) model higher t count = 3.71> t table = 2.56; (4) there is no interaction between learning models with students' initial knowledge of critical thinking skills. Keywords: PJBL, Preliminary Knowledge, Critical Thinking Skills.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL 5E UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Muh Nasir ◽  
A. Wahab Jufri ◽  
Muhlis
Keyword(s):  
Critical Thinking ◽  
Experimental Studies ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Tenth Graders ◽  
Average Value

This study aims to develop of learning package 5E model and analyze the effect of its implementation on the differences in student’s critical thinking and arguing skills. Development process follows R & D model by Dick and Carey. Research design follows pretest-posttest nonequivalent control group design. The population of this study was tenth graders of SMA 1 Woha Bima. Total population is 350 students from ten class. The sample was selected by simple random sampling technique and 131 students (four class) is obtained. X1 and X2 class are taught using the 5E models, while the X5 and X9 class with EEK models. Expert judgement results meet the criteria for the development of a very good result with an average value of 3.37. The results of experimental studies showed that: there is a difference in students’ critical thinking in the experimental and control group (t = 3,501, p = 0,001).Keywords: 5E Model, Critical Thinking Skills

Sign in / Sign up

Export Citation Format

Share Document