Maurício et al., 2022 [ ] | n = 51 | 1 day | Self-Instructional Guide | To evaluate the effect of the Self-Instructional Guide for Clinical Reasoning on the diagnostic accuracy of undergraduate nursing students. | 36 |
Calik and Kapucu 2022 [ ] | n = 60 | 1 week | Simulation game | Evaluated the efficacy of serious games using pre- and post-tests. | 36 |
Zhang et al., 2017 [ ] | n = 157 | 12 months | Reflective training program | To evaluate the effects of reflective training for nursing students on their critical thinking disposition. | 35 |
Chang et al., 2021 [ ] | n = 110 | 40 min | Mobile application | To test the hypothesis that nursing students who used a mobile learning app would have significantly higher levels of knowledge about nasotracheal suctioning and medication administration and a better development of skill performance in medication administration. | 35 |
(Virtual simulation) |
Blanié et al., 2020 [ ] | n= 146 | 2 h | Gaming and traditional methods | To compare a traditional teaching method with gaming to improve the clinical reasoning skills necessary to help nursing students detect patient deterioration. | 35 |
Bilik et al., 2020 [ ] | n = 419 | 1 week | Web-based concept mapping education | To investigate the impact of web-based concept mapping education on nursing students’ critical-thinking and concept-mapping skills. | 34 |
Zarshenas et al., 2019 [ ] | n = 90 | 2 h for 6 days | Problem-solving | To investigate how training problem-solving skills affected the rate of self-handicapping among nursing students. | 33 |
Svellingen et al., 2021 [ ] | n = 146 | 4 days in 3 years | Clinical simulation | To evaluate the impact of multiple simulations on students’ self-reported clinical decision-making skills and self-confidence. | 33 |
Kim and Suh 2018 [ ] | n = 72 | 1 week | Mobile application | To determine if a mobile application improved students’ skills and knowledge. | 33 |
(virtual simulation) |
Park et al., 2021 [ ] | n = 105 | 2 h for 5 days | Education program | To develop a feasibility programme for providing foundational knowledge and skills about patient-centred care to fourth-year undergraduate nursing students using the design-thinking approach. | 32 |
Pai et al., 2022 [ ] | n = 101 | 8 h for 14 weeks | Person-centred education program | To investigate the impact of an ethical decision-making framework on ethical decision-making and communication self-efficacy in nursing students. | 32 |
Silva et al., 2020 [ ] | n = 78 | 3.5 h for one day | Clinical simulation | To analyse the effect of clinical simulation on the development of clinical reasoning and on nursing students’ acquisition of knowledge of wound evaluation and treatment. | 31 |
Boostel et al., 2018 [ ] | n = 52 | 30 min | Clinical simulation | To compare and evaluate the perception of stressors by nursing students before and after a high-fidelity conventional laboratory practise class or clinical simulation. | 30 |
Hong and Yu, 2017 [ ] | n = 122 | 300 h | Cased-based learning | To compare and explore the effectiveness of two styles of case-based learning methods, unfolding nursing cases and unusual nursing cases, implemented in lectures for developing nursing students’ critical-thinking abilities. | 30 |
Kim et al., 2016 [ ] | n = 63 | 2 h weekly for 3 weeks | Team-based learning | To examine the effects of TBL on learning outcomes and the problem-solving ability (knowledge and clinical performance) of Korean nursing students. | 30 |
This research received external funding from the European programme Eramus +2021-1-BE02-KA220-HED-000023194.
Conceptualisation, A.P.-P. and A.Z.; methodology, A.P.-P. and A.Z.; formal analysis, A.P.-P.; writing—original draft preparation, A.P.-P.; writing—review and editing, A.Z.; visualisation, A.Z.; supervision, A.Z. All authors have read and agreed to the published version of the manuscript.
Not applicable.
Data availability statement, conflicts of interest.
The authors declare no conflict of interest.
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
IMAGES
VIDEO
COMMENTS
Objectives: To investigate critical thinking dispositions and the difference between first and third year nursing students. Design: A single embedded case study approach incorporating a cross-sectional design. Setting: Two similar university sites providing a new four year undergraduate honours degree programme in nursing.
The boundaries of this case study were undergraduate level, two university sites, the research questions and the two cohorts of nursing students. A case study approach incorporating a cross-sectional design was appropriate and justified to determine critical thinking dispositions in this study. 3.3. Measurement of Critical Thinking Dispositions
The Delphi conceptualisation of critical thinking underpinned the study and critical thinking dispositions were measured using the California Critical Thinking Disposition Inventory. The data were analysed using descriptive statistics and an independent samples t -test was used to determine differences between the first and third year nursing ...
Please cite this article as: Tom Noone, Aidan Seery , Critical thinking dispositions in undergraduate nursing students: A case study approach. Ynedt (2018), doi:10.1016/ j.nedt.2018.06.014 This is a PDF file of an unedited manuscript that has been accepted for publication. As
Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. ACCEPTED MANUSCRIPT CRITICAL THINKING DISPOSITIONS IN UNDERGRADUATE NURSING STUDENTS: A CASE STUDY APPROACH. WORD COUNT: Abstract, Manuscript, Tables and References = 4,982.
DOI: 10.1016/j.nedt.2018.06.014 Corpus ID: 49647759; Critical thinking dispositions in undergraduate nursing students: A case study approach. @article{Noone2018CriticalTD, title={Critical thinking dispositions in undergraduate nursing students: A case study approach.}, author={Tom Noone and Aidan Seery}, journal={Nurse education today}, year={2018}, volume={68}, pages={ 203-207 }, url={https ...
Download Citation | Critical thinking dispositions in undergraduate nursing students: A case study approach | Background: The transition of nurse education to the higher education sector in ...
Search life-sciences literature (Over 39 million articles, preprints and more)
BACKGROUND: The transition of nurse education to the higher education sector in Ireland in autumn 2002 led to the development of a new curriculum for undergraduate nursing with critical thinking as an expected outcome. OBJECTIVES: To investigate critical thinking dispositions and the difference between first and third year nursing students. DESIGN: A single embedded case study approach ...
A cohort of first (n = 237) and a cohort of third year (n = 215) undergraduate nursing students. Critical thinking provided the main case for this case study. The Delphi conceptualisation of critical thinking underpinned the study and critical thinking dispositions were measured using the California Critical Thinking Disposition Inventory.
The findings suggested that the total score of critical thinking disposition was correlated with only academic semester (p = 0.001, d = 0.25), interest in nursing (p = 0.003, d = 0.38), and age (r = 0.150, p = 0.04, d = 0.30).The total score of critical thinking disposition was higher in the females than males and in the married students than the singles, although the differences were ...
Sixty-one nursing students (57 women and four men, mean age 30 years) participated in the study. Findings of the paired sample t-test showed a significantly higher mean score for posteducation than pre-education, indicating a significant change in nurses' critical thinking capabilities (p < .001).The results for Cohen's d formula ( − 0.87) of the mean scores between pre-education and ...
This cross-sectional study identified strengths and weaknesses of nursing students relative to critical thinking mindset. Methods: The California Critical Thinking Disposition Inventory (CCTDI) was used to assess the CT disposition of 112 undergraduate nursing students from March to May 2018. The CCTDI contains 75 items of six-point Likert ...
The purpose of this study was to define critical thinking in nursing. ... (2018) Critical thinking dispositions in undergraduate nursing students: A case study approach, Nurse Education Today, 10.1016/j ... Impacts of Critical Thinking Disposition and Nursing Work Environment on Nurses' Clinical Decision Making Abilities, The Journal of Korean ...
The aim of this study was to assess the critical thinking disposition (strengths/weaknesses) of nursing students in a nursing school. This assessment is part of a larger research project aimed at developing a critical thinking-based curriculum framework for an undergraduate nursing educational program in a developing country.
Critical thinking is one of the most important concepts in the field of education. Despite studies published on nursing students' critical thinking skills (CTS), some suggest that there is not enough evidence supporting the relationship between content of nursing education programs and nursing students' CTS.
The findings contribute to knowledge of critical thinking by demonstrating differences and similarities between Hong Kong Chinese and Australian nursing students and raises questions about the effects of institutional, educational, professional and cultural factors on the disposition to think critically. Expand. 141.
Results. Sixty-one nursing students (57 women and four men, mean age 30 years) participated in the study. Findings of the paired sample t-test showed a significantly higher mean score for posteducation than pre-education, indicating a significant change in nurses' critical thinking capabilities (p < .001).The results for Cohen's d formula ( − 0.87) of the mean scores between pre-education ...
This study examines the effect of PBL on the development of CT dispositions in nursing students using a crossover-experimental study in a course offered to nursing students in China. All students were randomly assigned to two parallel groups, with one group receiving PBL and the other receiving lecture-based learning (LBL) as a control.
Recently, Noone and Seery (2018) investigated a total of 452 undergraduate nursing students at two Irish universities and found the development of critical thinking skills to be correlated with the enhancement of the ability to seek truth, an open-minded disposition, analyticity, systematicity, self-confidence, inquisitiveness, and maturity.
The following inclusion criteria were examined: (a) clinical reasoning, clinical judgment, and critical thinking in nursing students as a primary study aim; (b) articles published for the last eleven years; (c) research conducted between January 2012 and September 2023; (d) articles published only in English and Spanish; and (e) Randomised ...
The educational intervention, which was provided to first-year nursing students, included seminars, classes, problem-based learning, and case studies; the intervention improved all the critical thinking skills that are subsumed by the substantive and dialogic dimensions, except listening and speaking (dialogic dimension).
Case-based Learning (CBL) is an instructional approach that leverages real-world case studies to enhance student engagement, cultivate critical thinking, clinical reasoning and effective problem-solving skills (Azizi-Fini et al., 2015). In contrast to case-based learning, unfolding case studies are grounded in authentic clinical cases and ...