• 대한공업교육학회지
• /
• v.44 no.1
• /
• pp.94-113
• /
• 2019

This study has been performed for the purpose of providing the basic pedagogical resources to the specialized and meister high school related educational settings in either constructing educational contents suitable for the students'technological thinking disposition or fortifying the disposition required for the students.. A tool of secured validity and reliability has been used to test technological thinking disposition for the specialized and Meister high school students. Followings are the major results of the survey analysis for the subjects. 1. Technological thinking disposition with the most component ratio for the specialized & meister high school was turned out to be Technological Operating Disposition(TOD). The second most was Technological Planning and Reflecting Disposition(TPRD). Technological Curiosity Disposition(TCD), Technological Problem Identifying and Resolving Disposition (TPIRD), Technological Analyzing Disposition(TAD), Technological Creativity and Expressing Disposition(TCED) were in sequence. 2. In comparing the technological disposition of specialized high school students with that of meister high school students, the statistical test showed no evidence for the difference between the two group. 3. Statistical comparison test for the gender difference in technological thinking disposition has also been performed for the students of specialized and meister high school. The result showed that the magnitude of difference between the component ratio of TCD and TPIRD for the boy students was bigger than that for the girl students. In the TPRD, the component ratio for the disposition of the girl students was bigger than that of the boy students on the other hand. 4. For the comparison test of the technological thinking disposition between boys and girls only for the specialized high school students, the results showed the same different component ratio results as the results of the test for the specialized and meister high school students. 5. For the gender difference of meister high school student for the technological thinking disposition, there was no statistical evidence supporting the difference.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.4
• /
• pp.171-180
• /
• 2021

This study was conducted to check critical thinking disposition, academic self-efficacy, and self-directed learning ability, and to understand the effect on self-directed learning ability for nursing students. Data were collected from 268 nursing students in the 3rd and 4th grades of two universities. As a result of the study, it was found that there was a significant positive correlation between critical thinking disposition, academic self-efficacy, and self-directed learning ability of nursing students. The factors affecting the self-directed learning ability of nursing students were critical thinking disposition, academic self-efficacy, major satisfaction, and personality disposition, which accounted for 68% of self-directed learning ability. Therefore, in order to improve self-directed learning ability, it will be improved if the critical thinking disposition can be improved through the curriculum, and academic self-efficacy and major satisfaction are increased by applying various teaching and learning methods and programs.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.1
• /
• pp.443-449
• /
• 2019

Purpose: The purpose of this study was to identify critical thinking disposition, clinical performance, and satisfaction of clinical practice in a college nursing students. Methods: The data were collected from self reported questionnaires about clinical performance, and critical thinking disposition given to 55 nursing students at June, 2017. Results: The mean score of total clinical performance was 3.70 (${\pm}.54$). Total critical thinking disposition was 3.57 (${\pm}.44$) and clinical satisfaction was 3.93 (${\pm}.72$). Regarding clinical performance, psycho-social competence was highest followed by basic care competence, educational care competence, nursing process competence, observing and monitoring competence, and nursing intervention competence. Critical thinking disposition had a significant positive correlation with clinical competence. Conclusion: Results of this study suggest that developing various clinical education and teaching learning methods for clinical competence is necessary to promote critical thinking disposition of nursing students.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.2
• /
• pp.263-270
• /
• 2019

This study was done to identify the relationship between safisfaction with major, critical thinking disposition and nurse image of nursing students. Subjects were 280 associates nursing students (2nd, 3rd, 4th grade) in M university. SPSS 21.0 was used to analyze the data for the descriptive statistics, t-test, ANOVA, Scheffe's test, and Pearson correlation coefficients. The score for satisfaction of major was 3.81, critical thinking disposition scoring 3.52, nurse image scoring 3.85. Satisfaction of major was significantly positive correlation between critical thinking disposition and nurse image of nursing students. Therefore, increase to satisfaction of major in nursing student, it is necessary to study how to improve the nurse image by improving the critical thinking disposition of nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.14 no.12
• /
• pp.6387-6394
• /
• 2013

This study examined the relationship between the critical thinking disposition and problem solving ability as well as the influencing factors the problem solving ability in nursing students. The data was collected from 422 nursing students of 4 colleges and analyzed using the SPSS/WIN 18.0 program. The mean score of the critical thinking disposition was $3.42{\pm}0.42$ and the problem solving ability was $3.84{\pm}0.50$. A significant positive correlation was observed between the critical thinking disposition and problem solving ability. Multiple regression analysis showed that the predictors of the problem solving ability were the critical thinking disposition and interpersonal relationship. These findings suggest that there is a need to increase the critical thinking disposition and problem solving ability in nursing students. These results should be reflected in an evaluation and development of the curriculum and learning method.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.2
• /
• pp.1109-1117
• /
• 2015

The purpose of this study was to examine the job-seeking stress of nursing students according to their critical thinking disposition and self-esteem and the relationship of these variables. The subjects in this study were 332 nursing students. The students got $89.57{\pm}9.77$ in critical thinking; $25.11{\pm}2.58$ in self-esteem; and $46.38{\pm}17.67$ in job-seeking stress. There was a positive correlation between critical thinking and self-esteem(r=.294, p<.001), and critical thinking(r=-.240, p<.001) had a significant positive correlation with self-esteem(r=-.209, p<.001). Critical thinking disposition and self-esteem were identified as the variables to affect job-seeking stress, and the two variables had a 35.2% explainability.

• The Journal of the Korea Contents Association
• /
• v.21 no.11
• /
• pp.638-645
• /
• 2021

This study was attempted to find out the effect of biomedical ethics and critical thinking disposition of nursing college students on professionalism. For this study, from May to June 2021, 144 students were participated from S University in A City, using self reported questionnaire. Descriptive statistics, t-test, ANOVA, Scheffe test, Pearson's correlation analysis, and multiple regression analysis were used for data analysis. As results of this study, it was revealed that there was a significant positive correlation between the professionalism of nursing students on biomedical ethics and critical thinking disposition(r=.400, p<.001, r=.431, p<.001). Also, the factors affecting the professionalism of nursing students were grade(𝛽=0.303, p<.001), biomedical ethics(𝛽=0.287, p<.001) and critical thinking disposition(𝛽=0.294, p<.001) with a total explanatory power of 31.2%. As the results of this study, in order to increase the professionalism of nursing students, it is necessary to develop their biomedical ethics and critical thinking disposition. The specific strategies are to make and apply special programs by their grades.

• Journal of the Korean Society of Radiology
• /
• v.12 no.3
• /
• pp.359-366
• /
• 2018

This study was conducted to identify the relationship between critical thinking disposition and satisfaction of clinical practice in radiology students. The participants were 187 radiology students who were experienced clinical practice. Data was collected from December 1 to 15, 2017 using self-report questionnaires and analyzed through descriptive statistics, t-test, ANOVA and Pearson correlation coefficient with SPSS 16.0. Critical thinking disposition and satisfaction of clinical practice averaged 3.68 and 3.59. Significant positive correlation between Critical thinking disposition and satisfaction of clinical practice were found(r=.522, p<.01). Therefore it is necessary to strengthen critical thinking disposition and satisfaction of clinical practice through effective radiology educational program.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.2
• /
• pp.148-159
• /
• 2021

The purpose of this study was to investigate the influence of critical thinking disposition and communication competence on the problem-solving confidence satisfaction of nursing students. The data was collected using questionnaires completed by 215 nursing students in G city from November 1 to November 30, 2019. Data was analyzed using SPSS version 22.0. The data analysis showed that the mean score for critical thinking disposition was 3.69±0.37, communication competence 3.72±0.46, and problem-solving confidence 3.56±0.41. There was a significant positive correlation between critical thinking disposition and communication competence (r=.588, p<.001). critical thinking disposition and problem-solving confidence (r=.462, p<.001), communication competence, and problem-solving confidence (r=.255, p<.001). As per the regression analysis, the factors that affect problem-solving confidence were academic achievement, critical thinking disposition, the motive for selecting nursing science, and gender with an explanatory power of about 33.8%. Conclusions: This study showed that problem-solving confidence correlated with critical thinking disposition and communication competence. Therefore, to increase the critical thinking disposition and communication competence and thus enhance the problem-solving confidence of nursing students, it is necessary to develop and apply appropriate teaching methods and non-contact education programs.

• Child Health Nursing Research
• /
• v.20 no.4
• /
• pp.294-303
• /
• 2014

Purpose: The purpose of this study was to identify the correlation of critical thinking disposition and problem solving process, and the simulation- based assessment of clinical competence based on a survey of college nursing students. Methods: In this descriptive correlation study, data for 214 nursing students were analyzed using t-test and Pearson correlation coefficients. Results: Critical thinking disposition, problem solving process, and simulation-based assessment of clinical competence averaged $3.76{\pm}0.46$ (out of 5), $3.67{\pm}0.47$ (5), and $1.51{\pm}0.17$ (2), respectively. A significant difference in scores for simulation-based assessment of clinical competence was found between the high-scoring group and low-scoring group in critical thinking disposition. A significant positive correlation was found between critical thinking disposition and nursing assessment, a sub-domain of clinical competence. Conclusion: The results suggest that success in simulation-based learning requires critical thinking disposition in the nursing students, and their critical thinking disposition plays a positive role in nursing assessment, which evaluates the patient's status in a complex situation. Simulation-based learning programs help assess the students' levels in their clinical judgement and performance, and identify their strengths and weaknesses so that the instructor can evaluate and improve the current teaching method.