Critical thinking dispositions in baccalaureate nursing students

Area of Science:

• Nursing Education
• Higher Education
• Medical Education

Background:

• Critical thinking is a vital nursing competency, essential for skilled practice.
• Previous research on nursing education's impact on critical thinking skills has yielded inconsistent results.
• Understanding critical thinking disposition is crucial for effective nursing pedagogy.

Purpose of the Study:

• To investigate the critical thinking disposition of students in a Korean baccalaureate nursing program.
• To analyze changes in critical thinking disposition over the course of the nursing curriculum.
• To identify specific components of critical thinking that may be influenced by academic progression.

Main Methods:

• A longitudinal study design was employed.
• A convenience sample of 60 nursing students participated.
• The California Critical Thinking Disposition Inventory was administered annually from 1999 to 2002.

Main Results:

• A statistically significant increase in overall critical thinking disposition scores was observed across academic years (p < 0.0001).
• Significant improvements were noted in the subscales of open-mindedness (p = 0.0194), self-confidence (p = 0.0041), and maturity (p = 0.0044).
• These findings indicate a positive developmental trend in students' critical thinking abilities.

Conclusions:

• The nursing curriculum appears to positively influence students' critical thinking disposition.
• Further research is recommended to explore curriculum effects and develop targeted teaching strategies.
• Adaptation of assessment tools to cultural contexts, such as Korean culture, may enhance future research.