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Critical thinking dispositions in baccalaureate nursing students

The aim of the study was to measure critical thinking dispositions among nursing student at college of Nursing, University of Mosul, Republic oflraq, and to determine relationship between student's gender and academic level with critical thinking dispositions. A cross sectional design was applied in the present study which was conducted at the College of Nursing, University of Mosul, Iraq. The mean age of the Mosul Nursing Students were 28.

The mean value of the total CCTDI score was 287, showing a positive inclination towards critical thinking.

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Four of the seven subscale mean scores were above 40, the recommended cut-off score, also showing a positive inclination. Based on the findings of the present study, it is recommended that Nurse Educators should be stimulated to use student-active learning models and be alert of the correlation between teaching strategies and critical thinking.

Critical thinking, nursing students, nursing college Introduction: Learning styles are central paradigms in educational psychology within any discipline, representing typical cognitive and affective behaviors which control the cooperation of each individual in learning locations or settings Cassidy, 2004; Armstrong et al. A diversity of theoretical models have presented learning styles and their psychometric aspects.

A large body of research provides evidence that college students can involve significant gains in critical thinking. College students have higher critical thinking skills than non-college students.

It is the capability of the college itself that has presented to growth of critical thinking McMillan, 1987. Critical thinking also improves with education level Onwuegbuzie, 2001. Findings have verified that critical thinking is considerably and clearly linked with academic achievement Jenkins, 1998; Facione et al.

However, critical thinking is often perceived as a common goal of higher education but is rarely set as an outcome. Therefore, not many studies can be found to relate other variables as predictors of critical thinking skills in educational setting because most studies used academic achievement or GPA as student outcome. However, the positive and substantial relationship between critical thinking skills and achievement can be considered as an indirect indication of both critical thinking and academic achievement taking the role of student outcomes.

Critical thinking dispositions and learning styles of baccalaureate nursing students from China

There are three sets of factors that may affect students' dispositions toward critical thinking; characteristics of teachers, characteristics of learners and the educational strategies that both teachers and learners apply.

Critical thinking is a desirable educational outcome. So to develop and practice CT, educators need to re-consider course content and curricular strategies used to develop CT. So, this study aimed to measure the critical thinking dispositions among the nursing students. A cross sectional study was applied in the present study which was conducted at the College of Nursing, University of Mosul, Iraq.

The subjects of this study consisted of approximately half of the total number of students of each academic level comprising 300 students. The students were selected using the systematic random sampling method.

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The CCTDI is a 75 items likert format tool, each subscale assesses one of the seven dispositions of critical thinking, namely; truth seeking 12 itemsopen-mindedness 12 itemsanalyticity 11 itemssystematicity 11 itemsself-confidence 9 itemsinquisitiveness 10 items and cognitive maturity 10 items.

For each of the seven subscales a student's score on the CCTDI may range from a minimum ofl O points to a maximum of 60 points. Scores are interpreted utilizing the following guidelines. A score of 40 points or higher indicates a positive inclination or affirmation of the characteristic; a score of30 or less indicates opposition, disinclination towards the same characteristic.

A score in the range of 31-39 points indicates ambivalence towards the characteristic. A score in the range of 211-279 indicates ambivalence toward critical thinking.

Iran Journal of Nursing

Each of the 75 items includes a forced choice six point likert scale ranging from strongly agree 1 to strongly disagree 6. A reversed scoring is allotted to negative statements. Permission to conduct the study was obtained from the College of Nursing, University of Mosul.

California Critical Thinking Disposition Inventory tool I was translated into Arabic and adopted to suit the Iraqi culture by the researcher. The Tool was submitted to a panel 10 members composed of experts in the field of nursing from the faculty of nursing staff members. They were asked to judge completeness and accuracy of the content of the tools. Reliability of the tool was tested for their internal consistency using Cronbach Alpha reliability test.

The coefficient values were 0. Subjects were selected using the systematic random sampling method by selecting the fourth name from random lists that were previously prepared by the students' affairs department. Pilot study was conducted by the researcher to test the clarity and applicability of the tools on 80 students 20 students from each academic level. Tools were reconstructed and put in its final form.

The researchers explained the purpose of the study, and then assured them that their responses would be kept confidential.

Student's consent to respond to the questionnaire was obtained. Data was collected by the researcher, using the questionnaire method over a period of 3 months from the beginning of January to 20th of March 2014. Data was coded and computerized and statistical analysis was conducted using SPSS version 18. Descriptive statistics were done using numbers, percentages, arithmetic means and standard deviations.

Analytical statistics was conducted. Critical thinking dispositions in the study subject are presented in Table 1. The highest-rated mean score was found on the open-mindedness sub scale 44. When comparing critical thinking dispositions between males and females a statistically significant greater proportion of the former group reported high values on the Analyticity subscale and total scores.

A statistically significant greater proportion of students in 4th stage than 1st and 2nd stages reported high CCTD I total scores Table 3.