Critical Thinking: Student Dispositions
File(s)
Date
2009-07-15Author
Fritsch, Fay L.
Advisor(s)
Marnocha, Suzanne
Metadata
Show full item recordAbstract
The American Association of Colleges of Nursing (AACN) has identified critical
thinking as an essential element of baccalaureate nursing framework and curriculum
(2008). The expectation of baccalaureate-prepared nurses is a competency of inquiry,
analysis, critical thinking, and communication within a variety of methods including
written and oral communication.
The purpose of this study was (a) to identify the critical thinking disposition of
baccalaureate degree nursing students, (b) to compare the critical thinking disposition of
first semester baccalaureate degree nursing students with final semester baccalaureate
degree nursing students, and (c) to correlate student critical thinking disposition with
selected demographic variables. Benner's Novice to Expert theory provided the
theoretical framework for this descriptive, comparative study. The California Critical
Thinking Disposition Inventory measured the criterion variable of critical thinking and the
seven subscales: truth-seeking, open-mindedness, analyticity, systematicity, critical
thinking self-confidence, inquisitiveness, and maturity.
The research design for this study was a descriptive, comparative design. The
descriptive design was used to describe the critical thinking disposition of first and final
semester baccalaureate degree nursing students. The comparative design was utilized
to compare the critical thinking disposition of first semester to final semester
baccalaureate degree nursing students.
The sample consisted of 64 students (34 Sophomore II students and 30 Senior II
students) in the nursing program. Results indicate that there is not a statistically
significant difference in critical thinking disposition between Sophomore II and Senior II
students (t[62]=1.96, ns; d=.50). However, there was an increase in the mean
disposition between the Sophomore II students (M=311.15) and the Senior II students
(M=325.03).
There are serious implications for patients' well-being, as well as significant legal
liability for nurses who fail to master critical thinking. Nurses must manage risk, as well
as safe practice, for themselves and their patients. The rapidly changing world of
healthcare increasingly demands nurses to be proficient in managing complex
information, technology, and compounding patient disease states. Nursing students
must rise to this challenge.
Subject
Nursing process.
Critical thinking.
Nursing Education.
Nursing students.
Permanent Link
http://digital.library.wisc.edu/1793/35490Description
A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science in Nursing - Family Nurse Practitioner
-- University of Wisconsin-Oshkosh, 2009