scholarly journals Meta-Analysis of Flipped Learning Effects in Nursing Education

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 ◽  
Critical Thinking Ability ◽  
Learning Satisfaction ◽  
Thinking Ability

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.

scholarly journals Meta-Analysis: the Effect of Problem Approach and Inquiry Approach Toward Students’ Mathematical Critical Thinking Skill Over the Past 4 Years

2020 ◽  
Vol 11 (1) ◽  
pp. 1-10
Author(s):  
Ida Dwijayanti ◽  
Aryo Andri Nugroho ◽  
Yogi Indah Pratiwi
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Inquiry Approach ◽  
Thinking Ability ◽  
Data Collection Technique ◽  
Effect Size Calculation

Several studies have been conducted to improve the critical-thinking ability through various models, including problem approach and inquiry approach. The purpose of this study is to analyze which model is the most influential to improve students' critical-thinking skills in the last 4 years of research. This type of research is a mixed-method (quantitative-qualitative which, involved 230 students in the classroom with the problem approach and 263 students with the inquiry approach. The data collection technique used was the documentation of research reports. The data analysis used was meta-analysis through effect size calculation and Z-test. The result shows that the problem approach has a greater influence on students' critical thinking skills than the inquiry approach. This is indicated by the average values of the effect size and Z-test respectively 0.9685 and 83.122 for the problem approach and 0.7207 and 77.162 for the inquiry approach. 

scholarly journals Improvement of Critical Thinking Ability and Preparedness Assisted by Android-Based Media to Understand Landslide through Physics Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 103-111
Author(s):  
Ulfaturrona Nur Labibah ◽  
Mundilarto Mundilarto ◽  
Syazana Bt Sulaiman
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Disaster Preparedness ◽  
Control Group ◽  
Control Group Design ◽  
Physics Learning ◽  
Critical Thinking Ability ◽  
Group Design ◽  
Thinking Ability ◽  
Quasi Experimental

This research aimed to understand the critical thinking ability improvement and preparedness assisted by Android-based media to understand landslides through physics learning and understand the effectiveness of the media. This research provides knowledge about disaster preparedness through physics learning in landslide-prone schools using Android media. This research used quasi-experimental with Control Group Design. The research subjects included tenth-grade students in class X (30 people) at SMA N 1 Kokap. The samples were selected using the lottery method and saturated sampling technique to determine the control and experiment groups (quasi-experimental with Control Group Design). The pretest and posttest were in the form of essay questions. The analysis data used independent sample T-test and effect size. The results show that the average critical thinking ability of the experimental class increased from 18.13 to 65.00, and the average preparedness increased from 68.75 to 81.88. The results of the independent sample t-test show the value of Sig. (2-tailed) on critical thinking ability was 0.000 and preparedness was 0.027 (Sig. (2-tailed) 0.05). Thus, it can be concluded that there are significant differences in critical thinking ability and disaster preparedness in the experimental class and the control class. The effect size of using an Android-based understanding of landslide natural disasters on students' critical thinking ability and preparedness is 2.0 with high effectiveness. Media landslides and landslides through Android-based physics learning can improve students’ critical thinking ability and disaster preparedness.

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

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 ◽  
Validity And Reliability ◽  
Critical Thinking Ability ◽  
Thinking Ability

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.

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

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 ◽  
Validity And Reliability ◽  
Critical Thinking Ability ◽  
Thinking Ability

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.

Critical Thinking

2020 ◽  
Author(s):  
Derek Allen ◽  
Sharon Bailin ◽  
Mark Battersby ◽  
James B. Freeman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Irrational Beliefs ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Matter Content ◽  
Research Report ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Critical Thinking Instruction

There are numerous definitions of critical thinking, but the core concept has been said to be careful, reasoned, goal-directed thinking. There are also many conceptualizations of critical thinking, which are generally more detailed than brief definitions, and there are different views about what the goal(s) of critical thinking instruction should be. Whether critical thinking is a good thing is a matter of debate. Approaches to teaching critical thinking vary, partly, according to whether they focus on general principles of critical thinking or on subject-matter content or on a combination of both. A meta-analysis research report published in 2015 concluded that, subject to certain qualifications, a variety of critical thinking skills and dispositions can develop in students through instruction at all educational levels. Critical thinking instruction has been influenced by research in cognitive psychology that has suggested strategies for countering factors (e.g., biases) that the research has found to produce irrational beliefs. Methods of assessing critical thinking ability include teacher-designed tests and standardized tests. A research report published in 2014 on assessing critical thinking in higher education describes challenges involved in designing standardized critical thinking tests and proposes a framework for a “next-generation” assessment. The challenges include achieving a balance between the assessment's real-world relevance and its psychometric quality, and designing an assessment useful for instructional purposes and for comparisons of programs and institutions. The proposed framework is based partly on a review of existing frameworks of critical thinking in higher education. It has two analytical dimensions and two synthetic dimensions, and a dimension on understanding causation and explanation. Surveys show that employers value employees with strong critical thinking ability; this fact has significant implications for students, teachers, and administrators at all levels of education.

scholarly journals Conceptualising decision making in nursing education

2012 ◽  
Vol 17 (4) ◽  
pp. 348-360 ◽  
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 ◽  
Critical Thinking Ability ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Thinking Ability

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.

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

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
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.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

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