The Vietnamese Version of the Nursing Critical Thinking in Clinical Practice Questionnaire: Translation and Psychometric Evaluation

Abstract Background: Many instruments measure critical thinking ability in nursing education. The Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) is a new tool to measure the level of critical thinking ability of nurses in a clinical setting. However, no study has evaluated the psychometric properties of the N-CT-4 Practice in Vietnam. Therefore, this study translated and evaluated the validity and reliability of the Vietnamese version of the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice (V-v)).Results: The N-CT-4 Practice (V-v) questionnaire retained the meaning of the original English version and was clear, explicit and easy for nurses to understand. The item content validity index of the N-CT-4 Practice (V-v) was 1.0. The Cronbach’s alpha for the overall scales was .98. The intraclass correlation coefficient was .81. Confirmatory factor analysis indicated that this Vietnamese version fit the proposed model.Conclusions: The findings suggested that the N-CT-4 Practice (V-v) has acceptable reliability and validity for Vietnamese nurses in a clinical setting. Nurse managers and educators can use the N-CT-4 Practice (V-v) to measure the level of critical thinking ability of Vietnamese clinical nurses and make international comparisons possible.

The Vietnamese Version of the Nursing Critical Thinking in Clinical Practice Questionnaire: Translation and Psychometric Evaluation

10.21203/rs.3.rs-19956/v1 ◽

2020 ◽

Author(s):

Tuan Van Nguyen ◽

Hsueh-Erh Liu

Keyword(s):

Critical Thinking ◽

Nursing Education ◽

Clinical Practice ◽

Clinical Setting ◽

Intraclass Correlation ◽

International Comparisons ◽

Reliability And Validity ◽

Abstract Background: Many instruments measure critical thinking ability in nursing education. The Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) is a new tool to measure the level of critical thinking ability of nurses in a clinical setting. However, no study has evaluated the psychometric properties of the N-CT-4 Practice in Vietnam. Therefore, this study translated and evaluated the validity and reliability of the Vietnamese version of the Nursing Critical Thinking in Clinical Practice Questionnaire (V-N-CT-4 Practice). Results: The V-N-CT-4 Practice questionnaire retained the meaning of the original English version and was clear, explicit and easy for nurses to understand. The item content validity index of the V-N-CT-4 Practice was 1.0. The Cronbach’s alpha for the overall scales was .98. The intraclass correlation coefficient was .81. Confirmatory factor analysis indicated that this Vietnamese version fit the proposed model. Conclusions: The findings suggested that the V-N-CT-4 Practice has acceptable reliability and validity for Vietnamese nurses in a clinical setting. Nurse managers and educators can use the V-N-CT-4 Practice to measure the level of critical thinking ability of Vietnamese clinical nurses and make international comparisons possible.

Pengaruh Motivasi Belajar dan Persepsi Kemampuan Berpikir Kritis Terhadap Hasil Belajar

Jurnal Ecogen ◽

10.24036/jmpe.v3i3.9996 ◽

2020 ◽

Vol 3 (3) ◽

pp. 468

Author(s):

Selsa Della Fitri ◽

Armida S

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Significant Influence ◽

Hypothesis Test ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Motivation ◽

This study aims to determine how the influence of learning motivation and the perception of critical thinking skills on economic learning outcomes in class X IPS SMA Adabiah 2 Padang. This type of research is a causal descriptive and associative research using SPSS version 26. The instruments used in this study were questionnaires and research documentation. The existing population of 102 students in sampling using proportional random sampling with a total of 82 students. The instrument trials used validity and reliability tests. Data analysis with descriptive and inductive analysis using the normality test, heterokedasticity test, multicollinearity test, multiple regression test and hypothesis test using the F test and t test. From the results of the study show: (1) Learning Motivation and Perception of Critical Thinking Ability together have a positive and significant influence on student economic learning outcomes seen from the value of sig. 0,000> 0.05. (2) There is a positive and significant influence of learning motivation on student economic learning outcomes seen from Sig. 0,000> 0.05. (3) There is no significant effect on the perception of critical thinking skills on economic learning outcomes seen from Sig. 0.946> 0.05. Keywords: learning motivation, perception of critical thinking ability, learning outcomes

UPAYA MENIGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIKA SISWA MELALUI PENDEKATAN OPENENDED

JURNAL MATHEMATIC PAEDAGOGIC ◽

10.36294/jmp.v4i1.792 ◽

2019 ◽

Vol 4 (1) ◽

pp. 51

Author(s):

Marliana Marliana

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Subject Matter ◽

Reliability Data ◽

Thinking Ability ◽

The Subject ◽

Academic Year

AbstractThis study aims at determining the effort ti improve students’ mathematical eritical thinking ability through an Open-Ended Approach in algebraic material at class VII-1 of MTs.PP Daarul Hikmah Sei Alim Hassak in the academic year of 2018/2019. The subject in this study was class VII-1 MTs.PP Daarul Hikmah Sei Alim Hassak, amounting to 40 people. The object of this research was the students’ mathematical critical thinking ability in algebraic material at class VII-1 of MTs.PP Daarul Hikmah Sei Alim Hassak in the academic year of 2018/2019. This type of research was PTK. Data needed in this study was obtained from test and observation. The test used was a description test the was given to sstudents after learning through the Open-Ended Approach. Before the test was carried out, the questions were first tested outside the sample to determine the validity and reliability. Data analysis used in this study were: level of students’ mastery on subject matter and observation result. From the results of the data analysis above, it can be concluded that the application of learning through an Open-Ended Approach is affectively used on the subject of algebraKeywords:Critical Thinking Ability, Open-Ended Approach, Algebra

Effects of Clinical Practice Education with Learning Contract on Self-Directed Learning, Critical Thinking Ability and Clinical Competence of Nursing Student

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2017.17.11.95 ◽

2017 ◽

Vol 17 (11) ◽

pp. 95-110 ◽

Cited By ~ 1

Author(s):

Mi Kyung Park ◽

◽

Kiwol Sung ◽

Keyword(s):

Critical Thinking ◽

Clinical Practice ◽

Clinical Competence ◽

Nursing Student ◽

Self Directed Learning ◽

Thinking Ability ◽

Directed Learning ◽

Learning Contract ◽

Practice Education

CONTENT VALIDITY AND RELIABILITY ANALYSIS OF INTEGRATED ISLAMIC-SCIENCE TEST INSTRUMENT TO MEASURE THE STUDENT’S CRITICAL THINKING ABILITY

Islam Realitas Journal of Islamic & Social Studies ◽

10.30983/islam_realitas.v5i1.894 ◽

2019 ◽

Vol 5 (1) ◽

pp. 39

Author(s):

Muhammad Fajrul Bahri ◽

Supahar Supahar

Keyword(s):

Critical Thinking ◽

Content Validity ◽

Multiple Choice ◽

Test Instrument ◽

Thinking Ability ◽

Islamic Science ◽

Function Information ◽

Error Of Measurement

This research is aimed to asses validity and reliability of Islamic-science integrated test instrument. The instrument was formed in multiple choice test instrument which is regarded appropriate to assest student critical thinking ability. The validity of instrument and its reability were assessed quantitively. While Aiken’s V was used for assessing content validity, and Alpa Cronbach was used for assessing content reability. In terms of Item Response Theory, it was assessed through test I Function information and Standard Error of Measurement (SEM). The result of developing Islamic-science integrated test instrument to measure critical thinking ability was formed in form of closed-minded multiple choice that consisting of two test packages. The total test items on the instrument are 45 items consisting of 25 items with 5 shared items (anchor). Estimation of the validity test instrument obtained an index ranging between 0.75 to 1. according to classical test theory, the coefficient of reliability was 0.70 and according to the total function information and Standart Error of Measurement, the test instrument was suitable for range ability from 1.75 to +3. Thus, the test instrument is proved reliable and valid. A total of seven teachers using the decelared that the test instrument is appropriate to use in measuring learning outcomes, especially critical thinking abilities of student. Penelitian ini bertujuan untuk menganalisis konten validitas dan reliabilitas dari intrumen tes terintegrasi agama dan sains. Konten validitas dan reliabilitas dianalisis secara kuantitatif. Pendekatan kuantitatif untuk konten validitas menggunakan Aiken’s V, sedangkan untuk konten reliabilitas menggunakan Alpha Cronbach dan secara teori respon butir menggunakan fungsi informasi dan kesalahan pengukuran. Hasil pengembangan berupa instrumen tes terintegrasi agama dan sains untuk mengukur kemampuan berpikir kritis berupa tes pilihan ganda beralasan tertutup yang terdiri atas dua paket tes. Total item tes pada instrumen sebanyak 45 item yang terdiri dari 25 item dengan 5 item bersama (anchor). Estimasi validitas instrumen tes menggunakan formula Aiken diperoleh rentang indeks antara 0,75 sampai 1. Estimasi reliabilitas tes menurut teori tes klasik ditunjukkan oleh koefisien Alpha Cronbach sebesar 0,70 dan menurut kurva total fungsi informasi dan SEM yang berdasar pada teori respon butir (IRT) instrumen tes cocok untuk rentang kemampuan -1,75 sampai +3. Dengan demikian instrumen tes terbukti valid dan reliabel. Sejumlah tujuh guru pengguna instrumen tes menyatakan bahwa instrumen tes layak digunakan dalam pembelajaran. Dengan demikian instrumen tes cocok dan layak digunakan untuk mengukur hasil pembelajaran khususnya pada kemampuan berpikir kritis peserta didik.

ANALISIS KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM PEMECAHAN MASALAH FLUIDA DINAMIS DENGAN MODEL PEMBELAJARAN STUDENT ORIENTED

ORBITA Jurnal Kajian Inovasi dan Aplikasi Pendidikan Fisika ◽

10.31764/orbita.v7i1.4598 ◽

2021 ◽

Vol 7 (1) ◽

pp. 186

Author(s):

Syahrial Ayub ◽

Gusti Afifah ◽

Ni Nyoman Sri Putu Verawati ◽

Hikmawati Hikmawati

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Test Items ◽

Test Instrument ◽

Thinking Ability ◽

Essay Test

ABSTRAKMengajar berpikir kritis kepada peserta didik di sekolah menengah telah menjadi perhatian dalam beberapa dekade terakhir. Pembelajaran menggunakan model student oriented diharapkan mampu menggerakkan peserta didik berpikir kritis dan selanjutnya melakukan investigasi dalam pembelajaran. Penelitian ini bertujuan menganalisis kemampuan berpikir kritis peserta didik dalam pemecahan masalah fluida dinamis dengan model pembelajaran student oriented. Tujuan ini akan dicapai dengan melakukan penelitian eksperimen dengan desain one group pretest-postest. Penelitian melibatkan 17 peserta didik kelas XI MIPA 8 di SMA Negeri 2 Mataram yang menjadi sampel penelitian. Kemampuan berpikir kritis diukur menggunakan 10 instrumen tes yang berbentuk essay. Instrumen tes yang digunakan telah teruji validitas dan reliabilitasnnya. Data kemampuan berpikir kritis dianalisis secara deskriptif dan statistik. Hasilnya menunjukkan bahwa penerapan model pembelajaran student oriented pada pemecahan masalah fluida dinamis pada peserta didik mampu meningkatkan kemampuan berpikir kritis dan hasil belajarnya. Kata kunci : kemampuan berpikir kritis; model pembelajaran student oriented ABSTRACTTeaching critical thinking to secondary school has been a concern in the last few decades. Learning using the student-oriented model is expected to be able to move students to think critically and then carry out investigations in learning.The experimental research with one group pretest-posttest design. This research involving 17 students of class XI MIPA 8 at SMA Negeri 2 Mataram as a research sample. Critical thinking ability were measured using 10 essay test items. The test instrument used has been tested for validity and reliability. The data of critical thinking ability were analyzed descriptively and statistically. The results showed that the application of the student-oriented learning model to solving dynamic fluid problems in students was able to improve their critical thinking skills and learning outcomes. Keywords: critical thinking ability; student oriented learning model

Meta-Analysis of Flipped Learning Effects in Nursing Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182312814 ◽

2021 ◽

Vol 18 (23) ◽

pp. 12814

Author(s):

Inhee Park ◽

Yeonok Suh

Keyword(s):

Critical Thinking ◽

Nursing Education ◽

Effect Size ◽

Clinical Competence ◽

Meta Analysis ◽

Flipped Learning ◽

Entire Study ◽

Learning Satisfaction ◽

Background: This study is a meta-analysis confirming the effect size of clinical competence, critical thinking ability, self-directedness, and learning satisfaction, the outcome variables of flipped learning applied to nursing education. Methods: We selected 18 related studies that analyzed data using CMA (Comprehensive Meta-Analysis 2.2). Results: The effect size of the entire study was Hedges’ g = 0.68 (95% CI = 0.43~0.92). The heterogeneity of the overall effect size was I2 = 90.7% (Q = 246.67, p < 0.001); critical thinking ability had an effect size of Hedges’ g = 0.87, learning satisfaction of Hedges’ g = 0.79, clinical competence of Hedges’ g = 0.53, and self-directedness of Hedges’ g = 0.37. The differences were statistically significant. Conclusion: Flipped learning can effectively improve nursing students’ clinical competence, critical thinking ability, self-direction, and learning satisfaction.

Conceptualising decision making in nursing education

Journal of Research in Nursing ◽

10.1177/1744987112449963 ◽

2012 ◽

Vol 17 (4) ◽

pp. 348-360 ◽

Cited By ~ 8

Author(s):

Dawn Dowding ◽

Russell Gurbutt ◽

Monica Murphy ◽

Margaret Lascelles ◽

Alan Pearman ◽

...

Keyword(s):

Decision Making ◽

Critical Thinking ◽

Nursing Education ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Theoretical Concepts ◽

Undergraduate Nursing ◽

Nursing Curricula ◽

The ability to exhibit sound judgement and decision-making skills is a fundamental requirement of undergraduate nursing curricula. In order to acquire such skills, students need to develop critical thinking ability, as well as an understanding of how judgements and decisions are reached in complex healthcare environments. The use of techniques such as problem-based learning, simulation and feedback has been hypothesised to help with the development of critical thinking skills. In addition, a curriculum that incorporates teaching on different ways in which judgements and decisions are reached can potentially help students identify how to avoid errors and mistakes in their clinical practice. Feedback has been shown to be a powerful tool to help with developing decision-making skills; evidence for other approaches to teaching critical thinking and decision-making skills is currently limited. This paper reviews theoretical concepts that provide a framework for decision making in nursing, as well as methods by which it can be taught.

Pengaruh Model Pembelajaran Inquiry-Creative-Process (ICP) terhadap Kemampuan Berpikir Kritis Mahasiswa Calon Guru

Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika ◽

10.36312/e-saintika.v4i1.151 ◽

2020 ◽

Vol 4 (1) ◽

pp. 7

Author(s):

Ni Nyoman Sri Putu Verawati ◽

W. Wahyudi ◽

Syahrial Ayub

Keyword(s):

Critical Thinking ◽

Prospective Teachers ◽

Creative Process ◽

Prospective Teacher ◽

Learning Model ◽

Homogeneity Test ◽

Test Items ◽

Mengajar berpikir kritis kepada mahasiswa calon guru telah menjadi perhatian dalam beberapa dekade terakhir dan pembelajaran menggunakan model yang spesifik mempromosikan berpikir kritis mahasiswa calon guru penting dikonduksikan dan dieksplorasi dampaknya. Penelitian ini bertujuan untuk mengeksplorasi efek model pembelajaran Inquiry-Creative-Proces (ICP) terhadap kemampuan berpikir kritis pada mahasiswa calon guru. Penelitian eksperimen dengan desain one group pretest-posttest dikonduksikan, melibatkan 16 mahasiswa calon guru fisika di Universitas Mataram sebagai sampel penelitian. Kemampuan berpikir kritis diukur menggunakan instrumen tes sebanyak 8 item soal essay. Instrumen tes yang digunakan telah teruji validitas dan reliabilitasnya. Data kemampuan berpikir kritis dianalisis secara deskriptif dan statistik di mana uji homogenitas, uji normalitas, dan uji-t dikonduksikan. Hasil studi menunjukkan bahwa model pembelajaran ICP berpengaruh terhadap kemampuan berpikir kritis mahasiswa calon guru.The Effect of Inquiry-Creative-Process Learning Model (ICP) on Prospective Teacher Students Critical Thinking AbilityAbstractTeaching critical thinking to prospective teacher has been a concern in the last few decades and learning using specific models to train critical thinking prospective teachers is important to be conditioned and explored their impact. This study aims to explore the effect of Inquiry-Creative-Process (ICP) learning model on prospective teachers critical thinking ability. The experimental research with one group pretest-posttest design was conducted, involving 16 physics prospective teachers at Universitas Mataram as a research sample. Critical thinking ability were measured using 8 essay test items. The test instrument used has been tested for validity and reliability. The data of critical thinking ability were analyzed descriptively and statistically where homogeneity test, normality test, and t-test are conducted. The results showed that the ICP learning model affected to the prospective teachers critical thinking ability.

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

Talenta Conference Series Science and Technology (ST) ◽

10.32734/st.v2i2.536 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Maria Erna ◽

R. Usman Rery ◽

Wiji Astuti ◽

Sulismayati

Keyword(s):

Critical Thinking ◽

Inquiry Learning ◽

Guided Inquiry ◽

Test Technique ◽

High Category ◽

Thinking Ability ◽

Process Oriented ◽

Academic Year ◽

Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru. The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.