CRITICAL THINKING AND MORAL REASONING BEHAVIOR OF BACCALAUREATE NURSING STUDENTS (JUDGMENT, DEVELOPMENT, COGNITIVE, ETHICS).
Contributors: Claremont Graduate School.
Published: 1986
Number of pages: 208
Subjects: Health Sciences, Education.; Health Sciences, Nursing.
Description: The purpose of this study was to investigate the effect of a baccalaureate nursing curriculum on the critical thinking and moral reasoning behavior of preservice nursing students in a private Christian university of arts, sciences and professions. Cognitive-field learning theory, cognitive-developmental theory, and Kohlberg's theory of moral development provided the theoretical framework for this study.

Using a cross-sectional design data were collected to determine if there were differences in critical thinking and moral reasoning between first (n = 41), second (n = 23), and third (n = 27) year nursing students. These students were in the three-year clinical component of a five-year baccalaureate nursing curriculum. Critical thinking was defined as a composite of attitudes, knowledge, and skills and was operationalized through the Watson-Glaser Critical Thinking Appraisal. Moral reasoning was defined as a cognitive-developmental process characterized by advancing conceptions of justice. It was measured by the Defining Issues Test. Follow-up interviews were conducted to elucidate statistical findings.

Statistical analysis revealed no significant differences between the three student groups in critical thinking or moral reasoning. There was a weak, but significant relationship between critical thinking and moral reasoning. Significant relationships were also found between measures of aptitude and achievement and critical thinking and moral reasoning. Content analysis of the interviews revealed that salient factors in stimulating critical thinking and moral reasoning are teaching strategies and learning experiences which actively engage the student in problem-solving and decision-making.

There were problems in the theoretical framework and methodology of this study. Kohlberg's theory originates out of a masculine perspective. Gilligan has since identified a moral perspective different from that of Kohlberg's which predominates in women. Therefore, use of an instrument based on Kohlberg's theory may invalidate findings with a female sample. It was recommended that futher theory development which builds upon Gilligan's research be pursued using qualitative research methods. Being a predominantly female occupation, and providing multiple opportunities for moral/ethical reasoning, nursing is a field rich for continuing research in this area.
Notes: Source: Dissertation Abstracts International, Volume: 47-05, Section: B, page: 1915.

Thesis (PH.D.)--THE CLAREMONT GRADUATE SCHOOL, 1986.

School code: 0047.