RELATIONSHIP OF CRITICAL THINKING AND NURSING PROCESS UTILIZATION (PROBLEM-SOLVING).
Contributors: Indiana University.
Published: 1985
Number of pages: 174
Subjects: Health Sciences, Nursing.
Description: This was a descriptive study of the ability of students at two levels of nursing education to do clinical problem solving. Freshmen were tested to obtain construct validity. A voluntary sample of 97 student nurses were used. Twenty three were entering freshmen, 31 were ADN students within a month of completing a two year program and 43 were senior BSN students within a month of completing of a four year program. They were tested using the Cornell Critical Thinking Test (CCTT) and the Nursing Process Utilization Inventory (NPUI). The dependent variable was performance on the NPUI which measured problem solving using two clinical simulations. The two independent variables were ability to think critically as measured by the CCTT and the number of hours of nursing credit which had been earned by the student.

The theoretical basis for the study was Robert Ennis' concept which identified a logical and a pragmatic dimension of critical thinking. Clinical problem solving was seen as a process in which critical thinking in its logical dimension (CCTT) was one element involved. Nursing knowledge representing the pragmatic dimension described by Ennis was another prime factor.

No significant difference was found in performance of the CCTT between groups (F-Ratio 0.217, F .01 1,74 = @ 7.00). There was a significant difference in group performance on the NPUI at p = < 0.1 level of confidence (F-Ratio 12.90, F .01 1,74 = @ 7.00). Considering the whole sample the logical dimension of critical thinking (CCTT scores) accounted for less than one percent of the variance in clinical problem solving (NPUI) scores (r square = .002). Nursing credits, representing the pragmatic dimension, accounted for 56% of the variance (r square = .563).

This study has implication for professional nursing practice which should incorporate the skills of critical thinking and decision making. Findings point to the necessity to strengthen the general educational component of the baccalaureate degree nursing curriculum in order to enhance critical thinking and the humanities to avoid a purely pragmatic approach to the nursing process.
Notes: Source: Dissertation Abstracts International, Volume: 46-02, Section: B, page: 0474.

Thesis (ED.D.)--INDIANA UNIVERSITY, 1985.

School code: 0093.