MEASUREMENT OF CRITICAL THINKING DISPOSITIONS AND SKILLS OF BACCALAUREATE NURSING STUDENTS (NURSING EDUCATION).
Contributors: West Virginia University.
Published: 1995
Number of pages: 183
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.; Health Sciences, Education.
Description: The purpose of this study was to determine if there were differences among freshman, sophomore, junior and senior baccalaureate nursing students in levels of critical thinking dispositions and critical thinking skills as they progress through a nursing curriculum. The effect of the educational experience was evaluated by examining the differences by grade level for the critical thinking dispositions and skills adjusted by significant demographic variables. This study examined the relationships between demographic variables and critical thinking dispositions and skills. Differences in the critical thinking dispositions and skills between selected groups that vary by gender and age were analyzed.

The California Critical Thinking Dispositions Inventory and the California Critical Thinking Skills Test were utilized to determine if there were significant differences in critical thinking abilities among class levels. Data analysis was completed using one-way analysis of variance, Pearson product-moment correlation, and stepwise multiple regression statistical procedures. The sample comprised 335 baccalaureate nursing students at one University in the south-eastern United States. The dependent variables of Truth-Seeking, Openmindedness, Analyticity, Systematicity, Confidence, Inquisitiveness, Cognitive Maturity and Critical Thinking Dispositions Total were evaluated for differences between groups. The effect of the educational experience was evaluated by examining the differences by grade level on the critical thinking skills of Analysis, Evaluation, Inference, Deductive Reasoning, and Inductive Reasoning.

There were significant differences between the four class levels and the critical thinking dispositions. There were no significant differences between the four class levels and the critical thinking skills. Academic demographic variables were significantly related to the disposition and skill of critical thinking.

Implications for nursing education and practice suggest educators investigate teaching methodologies and curriculum to determine what effectively contributes to growth in critical thinking dispositions and skills.
Notes: Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 2981.

Thesis (ED.D.)--WEST VIRGINIA UNIVERSITY, 1995.

School code: 0256.