RELATIONSHIP BETWEEN PERFORMANCES OF GENERIC AND REGISTERED NURSE BACCALAUREATE STUDENTS ON TWO TESTS OF REASONING (GENERIC NURSE, LOGICAL THINKING, PIAGETIAN REASONING).
Contributors: Columbia University. Teachers College.
Published: 1991
Number of pages: 222
Subjects: Health Sciences, Nursing.; Education, Curriculum and Instruction.; Education, Higher.; Education, Educational Psychology.
Description: This study was designed to (1) construct an objective test of reasoning employing content relevant to the field of nursing while measuring the five classical Piagetian formal operational reasoning modes; (2) determine whether nursing students demonstrate differences in reasoning modes when measured by a general Piagetian reasoning test and a test of reasoning employing nursing content; and (3) compare the performance of generic and RN BSN students on a general Piagetian reasoning test and a test of reasoning employing nursing content.

The general Piagetian reasoning test used was the Test of Logical Thinking, TOLT (Capie & Tobin, 1980; Tobin & Capie, 1981). The TOLT measures isolation and control of variables, combinatorial reasoning, probabilistic reasoning, proportional reasoning, and correlational reasoning. The Test of Reasoning in Nursing (TORN) was developed to measure these same modes of reasoning using items developed to represent plausible situations in nursing practice.

Following pilot work on the TORN, the two tests were administered to junior generic (N = 55), senior generic (N = 54), and RN students (N = 85). Among both generic groups, performance was significantly higher on the TOLT than on the TORN. Among RN students, TOLT and TORN scores did not differ significantly. Contrary to expectation, the RN group did not demonstrate the highest mean score on the TORN. The senior generic students had the highest mean score on the TORN. Their mean was significantly higher than that of the junior generic students, but not significantly higher than the RN group. Neither TOLT nor TORN scores were related significantly to student participation in math and science courses.

Results were interpreted as suggesting the inclusion of nursing content had the effect of making the reasoning test more difficult. There was some evidence to suggest that the familiarity of the RN group with nursing content may have facilitated their performance on the TORN, relative to the TOLT. It was recommended that the Learning Cycle Model (Campbell & Fuller, 1980; Karplus, 1981) be used in nursing school curricula to facilitate the development of hypothetico-deductive thinking.
Notes: Source: Dissertation Abstracts International, Volume: 52-04, Section: B, page: 1961.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1991.

School code: 0055.