EFFECT OF INSTRUCTION IN CONCEPT ANALYSIS ON CRITICAL THINKING SKILLS AND MORAL REASONING DECISIONS OF SENIOR BACCALAUREATE NURSING STUDENTS.
Contributors: University of Alabama.
Published: 1992
Number of pages: 107
Subjects: Education, Higher.; Health Sciences, Nursing.; Education, Health.
Description: The ability to solve problems creatively is the hallmark of the modern nurse practitioner. Not only does creative problem resolution require a sound knowledge base, it implies the ability to discriminate and synthesize information, to make decisions, and to implement those decisions appropriately. The quality of one's thinking plays a large part in how well problem resolution is accomplished. Critical thinking is particularly important for nurses because it can assist them in developing creative alternatives and innovative solutions to patient problems, managing complex nursing systems, and establishing collaborative and cooperative relationships with other health care personnel. Many colleges and universities have added critical thinking courses as part of their core curriculum. This study was designed to test the effect of instruction in concept analysis on critical thinking skills and moral reasoning decisions of senior baccalaureate nursing students. A control group consisting of 30 students received no instruction during one semester and an experimental group consisting of 60 students received instruction during the same period of time. An intact group, in a college of nursing in a southern state, was used due to the small number of senior nursing students. Both groups were given a pretest and posttest using the Watson-Glaser Critical Thinking Appraisal and the Defining Issues Test. The results were analyzed using Analysis of Variance with repeated measures. The findings showed that instruction in concept analysis did not improve the critical thinking skills, moral reasoning decisions, or grade point averages of students who received instruction in concept analysis above those who did not receive instruction. It was recommended that a longitudinal study be conducted to test the effects of long term instruction and that research efforts should be designed to determine the best approach to the teaching of critical thinking skills and moral reasoning.
Notes: Source: Dissertation Abstracts International, Volume: 53-04, Section: A, page: 1072.

Thesis (PH.D.)--THE UNIVERSITY OF ALABAMA, 1992.

School code: 0004.