scholarly journals Critical Thinking Dispositions and Learning Styles of Baccalaureate Nursing Students and its Relation to Their Achievement

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Learning Styles ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

Critical thinking dispositions in baccalaureate nursing students

2006 ◽  
Vol 56 (2) ◽  
pp. 182-189 ◽  
Author(s):  
Kyung Rim Shin ◽  
Ja Hyung Lee ◽  
Ju Young Ha ◽  
Kon Hee Kim
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

scholarly journals Critical thinking dispositions of baccalaureate nursing students and their educators: A cross-sectional analytical study

2021 ◽  
Vol 4 (1) ◽  
pp. 9-15
Author(s):  
Nuzhat Sultana ◽  
Raisa Begum Gul
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Study Data ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
The Difference

Background: Critical thinking is an imperative outcome of nursing education. However, several factors contribute to the development of critical being including critical thinking dispositions (CTDs). Objective: This study aimed to assess the critical thinking dispositions and factors affecting critical thinking dispositions of BScN students and their educators in twin city Rawalpindi and Islamabad, Pakistan. Methodology: A cross- sectional analytical design was used in this study. A consecutive sample of 215 BScN students and 63 educators participated in the study. Data were collected via Pakistan-Critical Thinking Dispositions Scale (P-CTDS) comprising 54 items under the seven constructs; responses were measured on 5-points Likert scale. Data were analyzed with SPSS version 22. Results: The findings showed that 52% of the educators were at the developed level of CTDs and nearly 48% at the developing level; whereas 76% students were inclined towards CTD and only 23% were found at the developed level of CTDs. Although with considerable difference in the scores of the 7 constructs, both, students and educators obtained highest scores on inquisitiveness and contextual perspective. Similarly, students and educators obtained low score on open-mindedness. The difference between students and their teachers was statistically significant for the total scores of CTDs as well as for the scores of six of seven constructs. Conclusion: Although educators exhibited stronger CTDs than their students, both have room for improvement, specifically their open mindedness. If educators are willing to challenge their personal assumptions, students will also emulate them.

Identifying an Effect of Simulation Role Assignment on Critical Thinking Development in Baccalaureate Nursing Students

2016 ◽  
Vol 60 (1) ◽  
pp. 1818-1822 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scenario Analysis ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Role Assignment ◽  
Assessment Scores ◽  
Patient Simulators ◽  
The Relationship

With an increase in the number of nursing students and the limited number of open clinical positions, high-fidelity patient simulators (HFPS) have become the new norm. Multiple studies have evaluated HFPS effectiveness and several suggest that HFPS does has an effect on critical thinking. This study intends to provide data to support that suggestion. In addition, this study was designed to identify a possible correlation between role assignment and improvements in critical thinking after completion of a HFPS scenario. Analysis revealed that role assignment, for most of the roles, did have a statistically significant effect on the post-simulation critical thinking assessment scores. The relationship between role assignments and HFPS scenario outcomes (such as critical thinking), as well as the nature of the correlation, may help scenario developers better understand how critical thinking improvement can be affected by the involvement of the participant based on the roles assigned to them.

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