scholarly journals Effects of Team-based Learning using Concept Mapping on Critical Thinking Disposition and Metacognition of Nursing Students

2019 ◽  
Vol 25 (3) ◽  
pp. 277-288
Author(s):  
Yeo Won Jeong ◽  
Hae Young Min
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Control Group ◽  
Learning Method ◽  
Critical Thinking Disposition ◽  
Team Based Learning ◽  
Thinking Disposition ◽  
Experimental Group

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

scholarly journals Online Argumentation Implementation in the Development of Critical Thinking Disposition

2018 ◽  
Vol 6 (3) ◽  
pp. 127 ◽  
Author(s):  
Pınar Fettahlıoğlu ◽  
Devkan Kaleci
Keyword(s):  
Critical Thinking ◽  
Science Teacher ◽  
Teacher Candidates ◽  
T Test ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Significant Difference ◽  
Post Test ◽  
Thinking Disposition ◽  
Experimental Group

The purpose of this study is to investigate the effects of teaching technologies and material development course taught through Moodle based online argumentation implementation on critical thinking disposition of third year science teacher candidates. The study was carried out with a total of 43 students consisting of an experimental group of 22 and a control group of 21 students studying at the Department of Science Education at a State University Faculty of Education in the fall term of 2014-15 academic years. Sequential explanatory design was used as a mixed method strategy in this research. A quasi-experimental pre-test/post-test non-equivalent control group design was used in the quantitative part of the study. A case study research design was used in the qualitative part of the study. California Critical Thinking Disposition Inventory was used as data collection tool. In addition, an open-ended interview questions form was used to define opinions of science teacher candidates about the method applied in the course. Independent samples t-test and paired samples t-test were used in the analysis of quantitative data. Descriptive analysis was used to analyse qualitative data. At the end of the research, while a statistically significant difference in critical thinking dispositions of teacher candidates was observed in favour of post-test results of the experimental group, no statistically significant difference was observed in the control group. When the opinions of teacher candidates on the subject were investigated, it was found that the teacher candidates strongly supported the elimination of internet connection problems to improve the course.

scholarly journals Effects of Flipped Learning on the Critical Thinking Disposition, Academic Achievement and Academic Self-efficacy of Nursing Students: A Mixed Methods Study

2020 ◽  
Vol 26 (1) ◽  
pp. 25-35
Author(s):  
Ju Cha ◽  
Jin Kim
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Nursing Students ◽  
Self Efficacy ◽  
Flipped Learning ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Teaching Learning ◽  
Academic Self Efficacy ◽  
Experimental Group

Purpose: The purpose of this study was to investigate the effects of lessons based on flipped on nursing students' critical thinking disposition, academic achievement, and academic self-efficacy. Methods: The study design was a mixed methods paradigm. Participants were 82 nursing students (experimental group=41, control group=41) for the quantitative study, and nine nursing students for the qualitative study. A flipped learning lesson and lecture were provided in a class titled Critical Thinking and Nursing Processes to compare the effects of the flipped learning lesson. Quantitative data were analyzed with a chi-square test and an independent t-test. Qualitative data were analyzed by means of content analysis. Results: The critical thinking disposition (t=-5.90, p=.004) of the experimental group with flipped learning increased significantly, but their academic achievement (t=0.38, p=.078) and academic self-efficacy (t=-0.24, p=.053) did not show any significant change. From the content analysis after the flipped learning lesson, four categories and 13 sub-categories were derived. Conclusion: The results of this study showed that flipped learning is an effective teaching-learning method for improving nursing students' critical thinking disposition. Therefore, it will be necessary to consider teaching-learning management strategies for applying flipped learning in the nursing education field.

scholarly journals CONCEPT MAPPING – AN EFFECTIVE TOOL TO PROMOTE CRITICAL THINKING SKILLS AMONG NURSES

2011 ◽  
Vol 01 (04) ◽  
pp. 21-26
Author(s):  
T. Nirmala ◽  
B. S. Shakuntala
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Care Plans ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

Abstract Title: Effect of Concept Mapping in Development of Critical thinking (CT) Skills among B. Sc Nursing Students Objectives: To evaluate the effectiveness of concept mapping as a teaching strategy to develop critical thinking skills. Materials and Methods: Pretest, post test control group design was used. The IV year B.Sc nursing students were included as experimental group (n=40) and control group (n=44). The experimental group was given a training to prepare nursing care plans using concept mapping. The training programme was for 12 weeks where the participants were given case study scenarios every week to prepare nursing care plans using concept map. The experimental group and control group were again assessed for the critical thinking skills. The concept maps were evaluated using scoring criteria. Results: In the post test, there was a significant difference in the critical thinking scores of both the groups at 0.05 level. (t=2.16). A significant improvement was identified between the pretest and post test critical thinking scores of experiment group at 0.05 level (t=2.0). Comparison of concept mapping scores of the experimental group in the pretest and post test showed a highly significant difference at 0.041 level. Conclusion: The study was able to show a significant improvement in the critical thinking skills of nursing students. However, the critical thinking scores were poor due to the high standard of the assessment tool. It is needed to develop critical thinking skill assessment tool which will suit the nursing community and further research is required to promote concept mapping as a teaching and learning strategy.

scholarly journals The Effect of Debriefing using Reflective Questions and Writing in Simulation Training: Post Operative Care of Abdominal Surgery

2017 ◽  
Vol 23 (4) ◽  
pp. 463-473
Author(s):  
SulYeong Bang ◽  
Young Eun
Keyword(s):  
Critical Thinking ◽  
Abdominal Surgery ◽  
Self Efficacy ◽  
Clinical Judgement ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Operative Care ◽  
Reflective Questions ◽  
Thinking Disposition ◽  
Experimental Group

Purpose: The purposes of study was to evaluate the effect of debriefing using reflection questions and writing on the critical thinking disposition, self-efficacy, and clinical judgement ability in simulation of post-operative care of abdominal surgery. Methods: The research method was a nonequivalent control group no-synchronized design. The study period was from August 22 to 30, 2016. The subjects were comprised of 34 people in the experimental group and 36 in the control group. In a simulation session for post-operative care of abdominal surgery, the treatment of the experimental group was to debrief for 30 minutes using Lasater's reflection questions and writing. For the control group, a typical debriefing was conducted in the same environment. Results: Critical thinking disposition, self-efficacy, and clinical judgement were significantly higher in the experimental group than the control group. Conclusion: To enhance the critical thinking disposition, self-efficacy, and clinical judgement of nursing students in simulation, it is recommended to debrief using reflection questions and writing.

scholarly journals Effect of a Situational Module Learning Course on Critical Thinking Disposition and Metacognition in Nursing Students: A Quasi-experimental Study

2019 ◽  
Vol 25 (2) ◽  
pp. 251-262
Author(s):  
Kwang Ok Park ◽  
Mi Yu
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Intervention Group ◽  
Control Group ◽  
Critical Thinking Disposition ◽  
Before And After ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Intellectual Integrity ◽  
Thinking Disposition

Purpose: This study aimed to identify the effect of a situational module learning course on critical thinking disposition and metacognition in sophomore nursing students. Methods: This study was a non-equivalent control-group pretest-posttest quasi-experimental design; the participants included 64 nursing students (32 in the experimental and 32 in the control group) from two Korean universities. Critical thinking disposition and metacognition between the control and intervention groups were measured before and after program participation. Data collection was conducted between September 1 and December 15, 2016. An independent t-test was used to determine differences in critical thinking disposition and metacognition between the groups and Pearson's correlations were measured for correlation with critical thinking disposition and metacognition. Results: The intervention group showed higher critical thinking disposition (t=3.16, p=.002); intellectual integrity (t=2.85, p=.006); and open-mindedness (t=3.30, p=.002) relative to those of the control group. However, there were no statistical differences in metacognition between the two groups (t=-0.14, p=.888). A significant positive correlation between metacognition and critical thinking disposition was found. (r=.62, p<.001). Conclusion: The situational module learning course developed in this study could be used to promote critical thinking disposition in nursing students.

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