EFFECTS OF CASE STUDY ANALYSIS ON THE CRITICAL THINKING ABILITIES OF NURSING STUDENTS.
Contributors: University of Pittsburgh.
Published: 1992
Number of pages: 62
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Health Sciences, Education.
Description: This study evaluated the effects of Case Study Analysis on the critical thinking ability of nursing students as measured by the Watson-Glaser Critical Thinking Appraisal (WGCTA). The experimental group analyzed case studies presented in conjunction with instruction in the diagnostic process (the first two steps of the nursing process: assessment and diagnosis). A quasi-experimental design was used for this study. A sample of 118 first year diploma nursing students from two consecutive years at one school of nursing comprised the experimental and control groups. The control group completed the established fundamental nursing courses for the three terms of the first year. The experimental group completed the established fundamental nursing courses and, in addition, analyzed selected case studies during the three terms of the first year. With the integration of Case Study Analysis in the formal training program, the experimental students' scores on the WGCTA increased. Significant differences were found between the experimental and control group's mean total post-test scores on the WGCTA. Significant differences were found between the experimental group's mean total pre/post-test scores on the WGCTA. In addition, significant differences were found between the mean pre/post-test scores of two specific subtests on the WGCTA: Inference and Deduction. The results of this study support the efficacy of Case Study Analysis for improving the critical thinking ability of first year diploma nursing students.
Notes: Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1782.

Thesis (PH.D.)--UNIVERSITY OF PITTSBURGH, 1992.

School code: 0178.