The relationship of critical thinking to performance on the NCLEX-RN

This study investigated the relationship of critical thinking to performance on the NCLEX-RN. The sample (N = 218) was composed of baccalaureate nursing students from a university-based nursing program in the southwestern United States, and participants completed two critical thinking instruments: the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). Results showed that there was a difference between participants who passed and failed the NCLEX-RN on both the entry and exit CCTST. Students in the pass group also had higher scores on the exit CCTDI, but scores for the fail group were comparable with national norms for nursing students. No changes in CCTST or CCTDI total scores occurred between program entry and exit, and neither instrument was useful in the prediction of NCLEX-RN performance. There were no differences in NCLEX-RN performance between the pass and fail groups for age or gender.     

Measuring critical thinking dispositions of novice nursing students using human patient simulators

This study assessed the influence of human patient simulator (HPS) practice on critical thinking dispositions in a sample of novice baccalaureate nursing students. Eighty-five second-year nursing students were randomly assigned to an experimental (n = 42) or a control (n = 43) group based on exposure to a 2-hour HPS practice session prior to a course competency examination. The California Critical Thinking Disposition Inventory (CCTDI) was administered before and after the competency examination. No between-group differences were found on overall or subscale CCTDI mean scores. Within-group differences for the HPS practice group were significant for overall scores (p < 0.05) and the truth-seeking (p < 0.01) and judiciousness or maturity of judgment (p < 0.01) subscales. This preliminary data analysis suggests disposition gains for individual students practicing critical assessment skills using HPS. The cohort will be followed for 2 years to assess long-term critical thinking outcomes following practice with HPS.     

中国与日本护理本科生评判性思维能力的比较

目的对中国与日本护理本科生的评判性思维能力进行比较性研究.方法采用加利佛尼亚评判性思维倾向量表为研究工具.应用方便抽样法共抽取465名护理本科生为研究对象.结果中国及日本护理本科生的总得分平均为275.62 (s=22.70), 从总体上来说这两个国家护理本科生的评判性思维能力为中等水平,中国学生的评判性思维能力略高于日本学生,差异有统计学意义(P＜0.05 ).结论评判性思维能力与教育体制及文化背景有一定的关系.     

不同年级在校学习本科护生评判性思维倾向的比较

目的比较不同年级在校学习本科护生的评判性思维倾向。方法采用加利福尼亚评判性思维倾向问卷（CCTDI）,对我院五年制本科1-4年级在校学习的151名护生进行问卷调查。结果总体上,本科护生评判性思维倾向得分为289．5分,62．3％的护生具有正性评判性思维倾向;不同年级护生在总分及求知欲、分析能力、评判性思维自信心及系统能力4个维度上比较均具有统计学意义,主要表现为三年级有所下降,四年级回升。结论应重视护生在专业课学习期间评判性思维倾向的变化,加大教学方法改革的力度,以促进护生评判性思维能力的培养。     

Evaluation of critical thinking in a baccalaureate nursing program

The assessment of critical thinking traditionally has been accomplished through observation of students by faculty in clinical settings and evaluation of written patient assessments and care plans. Quantitative measurement has become a current focus of nurse educators. The purpose of this cross-sectional study was to compare and contrast critical thinking abilities in beginning and graduating nursing students using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). The CCTST revealed a significant difference in critical thinking from the sophomore year to the senior year. There also were significant differences between sophomores and seniors on the overall score for the CCTDI, with subtest differences in truth-seeking, analyticity, self-confidence, and inquisitiveness.     

Assessing critical thinking in baccalaureate nursing students: a longitudinal study

The purpose of this study was to evaluate the attainment of critical thinking skills of students before and after curriculum revision of a baccalaureate nursing program. The California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking ability of the students at program entry, midpoint, and at exist. The sample consisted of three cohorts of students: cohort 1 (n = 55) was the baseline class before curriculum revision, whereas cohorts 2 (n = 55) and 3 (n = 73) were the first two classes to experience the revised curriculum. The results revealed that cohort 2 achieved significantly higher critical thinking scores than the baseline cohort. Cohort 2 also improved dramatically on all subscales from test 1 to test 3. However, cohort 3 failed to demonstrate improved critical thinking scores over time. Findings have implications for measuring critical thinking.     

Critical thinking and learning styles of students in a problem-based,master's entry-level physical therapy program

The purpose of this study was to compare critical thinking ability and critical thinking disposition of physical therapy students in year 1 and year 2 of an entry-level Master's program, and determine the association between critical thinking and preferred learning styles. Fifty year 1 and 44 year 2 students were tested for critical thinking ability on the California Critical Thinking Skills Test (CCTST), critical thinking disposition on the California Critical Thinking Disposition Inventory (CCTDI), and learning style on the Kolb Learning Style Inventory (LSI). Repeat testing of the critical thinking tests was done 8 months later. Two-way repeated measures analyses of variance (ANOVA) were used to compare students between years and times. Associations between variables were determined by means of Pearson's or Spearman's correlations. The mean scores of the CCTST (year 1: 20.7 ± 3.96, year 2: 20.2 ± 3.08) and total CCTDI (year 1: 314.6 ± 22.57, year 2: 315.2 ± 23.37) were not significantly different between years, and did not change over time. The ANOVA revealed significant effects for three subscales of the CCTDI: truth-seeking—year 2 greater than year 1, self-confidence—significant time effect, and systematicity—significant year × group interaction effect. None of the CCTDI scores was significantly correlated with CCTST. Critical thinking scores were not different among the four LSI categories. LSI scores did not predict change in critical thinking. Master's entry-level physical therapy students did not have major changes in their critical thinking ability or disposition during the program.     

Use of the Critical Thinking Disposition Inventory in critical care orientation

In the current health care environment it is imperative that orientation programs be effective and efficient in the preparation of nurses entering critical care nursing. Institutions strive to develop orientation programs that use the least amount of resources necessary to achieve the desired outcome. The desired outcome of the critical care orientation process is for nurses to use critical thinking skills to make sound clinical judgments based on scientific knowledge of critical care nursing. Identifying areas of strengths and deficits in critical thinking could prove beneficial in assisting educators to individualize nursing orientation programs using critical thinking skills in practice. The purpose of this article is to describe a method used to measure nurses' dispositions toward critical thinking and the application of the California Critical Thinking Disposition Inventory (CCTDI) in critical care orientation programs.     

Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programmes in Korea

This study compared Korean senior nursing students enrolled in associate degree programs ( n =119) and baccalaureate programs ( n =115) on measures of critical thinking ability and clinical decision-making skills. Samples were drawn from three associate degree programmes and four baccalaureate programmes accredited by the Korean Ministry of Education. 'Critical thinking ability' was determined by the Watson–Glaser Critical Thinking Appraisal and 'clinical decision-making' in nursing was measured by the Nursing Performance Stimulation Instrument. Independent sample t -tests comparing the associate degree group (mean score 41·98) and baccalaureate group (mean score 47·22) on the critical thinking measure yielded significant mean differences favouring the baccalaureate group. The baccalaureate group (mean score 26·53) also scored significantly higher than the associate degree group (mean score 23·49) on clinical decision-making. Within the total sample ( n =234) the relationship between critical thinking and clinical decision-making was weak but significant ( r =0·19, P =<0·003).     

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

Abstract   Although considerable information exists regarding the learning styles and critical thinking dispositions of nursing students from Western countries, limited comparable information exists within China. The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics. The sample consisted of 100 Chinese baccalaureate nursing students enrolled at two universities. The data were obtained through a Demographic Data Questionnaire, the California Critical Thinking Disposition Inventory, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the critically thinking abilities was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles.     

The evaluation of students' reflective writing for evidence of critical thinking

The purpose of this study was to establish interrater reliability of the Critical Thinking Scale (CTS), a teacher-accessible tool designed to measure the critical thinking of baccalaureate nursing students as evidenced in their reflective writing about their practice experiences.The study is an extension of an earlier pilot test of the CTS. Graduating students from a nursing program at a small liberal arts college were asked to write about a significant practice experience encountered during their last clinical course. Three teachers used the CTS to independently evaluate the students' writing. California Critical Thinking Skills Test (CCTST) scores provided a standard measure of critical thinking. Results indicated statistically significant positive relationships between the CCTST total critical thinking score and mean teacher ratings using the CTS. Meaningfully significant interrater reliability ratings for the CTS were also found. With further development, the CTS has promise as an appropriate tool to evaluate students' reflective writing for evidence of critical thinking.     

Case studies combined with or without concept maps improve critical thinking in hospital-based nurses: a randomized-controlled trial

BackgroundCritical thinking (CT) is essential to the exercise of professional judgment. As nurses face increasingly complex health-care situations, critical thinking can promote appropriate clinical decision-making and improve the quality of nursing care.ObjectivesThis study aimed to evaluate the effects of a program of case studies, alone (CS) or combined with concept maps (CSCM), on improving CT in clinical nurses.DesignThe study was a randomized controlled trial. The experimental group participated in a 16-week CSCM program, whereas the control group participated in a CS program of equal duration.MethodsA randomized-controlled trial with a multistage randomization process was used to select and to assign participants, ultimately resulting in 67 nurses in each group. Data were collected before and after the program using the California Critical Thinking Skill Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI).ResultsAfter the programs, there were significant differences between the two groups in the critical thinking skills of analysis, evaluation, inference, deduction, and induction. There was also an overall significant difference, and a significant difference in the specific disposition of open-mindedness.ConclusionsThis study supports the application of case studies combined with concept maps as a hospital-based teaching strategy to promote development of critical thinking skills and encourage dispositions for nurses. The CSCM resulted in greater improvements in all critical thinking skills of as well as the overall and open-minded affective dispositions toward critical thinking, compared with the case studies alone. An obvious improvement in the CSCM participants was the analytic skill and disposition. Further longitudinal studies and data collection from multisite evaluations in a range of geographic locales are warranted.     

Critical thinking disposition of Hong Kong Chinese and Australian nursing students

BACKGROUND: Critical thinking is frequently cited as a desirable professional attribute and a highly valued educational outcome. Despite the abundance of literature on the subject, validation of the critical thinking construct in different cultural populations is under-researched. AIM: The purpose of this study was to compare the critical thinking dispositions of Hong Kong Chinese and Australian nursing students. DESIGN: A cross-sectional design was used with two groups of nursing students in two universities, one in Hong Kong and the other in Australia. Critical thinking disposition was measured using the California Critical Thinking Disposition Inventory (CCTDI). RESULTS: Significant differences were detected in critical thinking disposition between the two groups of students (P < 0.05), with the Hong Kong Chinese students failing to show a positive disposition toward critical thinking on the CCTDI total mean score, while the Australian students showed a positive disposition. Similarities and differences were also noted between the groups in CCTDI subscale mean scores. CONCLUSION: The findings contribute to knowledge of critical thinking by demonstrating differences and similarities between Hong Kong Chinese and Australian nursing students. The study raises questions about the effects of institutional, educational, professional and cultural factors on the disposition to think critically.