• Journal of muscle and joint health
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• v.30 no.1
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• pp.48-57
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• 2023

Purpose: The purpose of this study was to examine nurses' critical thinking disposition and knowledge sharing activity and professional work environment on clinical decision-making ability. Methods: The data collection period for this study was from May 24 to May 31, 2021. The data were collected from 167 nurses who consented to participate in this study and have worked for more than one year at general hospital in Seoul. The data were analyzed using the SPSS/WIN 25.0 program. Results: A significant positive correlation was found between clinical decision-making ability and critical thinking disposition, knowledge sharing activity, and a professional work environment. Critical thinking disposition (β=.32, p<.001), knowledge sharing activitiy (β=.24, p=.002) and professional work environment (β=.20, p=.006) had a significant effect on clinical decision-making ability. These factors explained 35.5% of clinical decision-making ability (F=24.22, p<.001). Conclusion: Therefore, in order to develop the critical thinking disposition of nurses, development of systematic educational programs and strategies for practical application are needed. Through this, nurses can improve the professional decision-making ability and clinical performance ability.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.387-394
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• 2011

Purpose: The purpose of this study was to investigate self-directed learning and critical thinking disposition which influence clinical competence in nursing students. Method: As a descriptive study, a total of 271 third year students were recruited from a nursing college in Daegu. A structured questionnaire was self-administered from June 7, 2011 to June 10, 2011. The data were analyzed using SPSS/WIN version 12. Results: In self-directed learning, there were significant differences in gender (t=2.26, p=.025), satisfaction of major (F=7.77, p=.001), and satisfaction of clinical experience (F=10.39, p<.001). Critical thinking disposition differed in gender (t=2.82, p=.005). Moreover gender (t=4.00, p<.001), satisfaction of achievement (F=6.50, p=.002), satisfaction of major (F=4.24, p=.015), and satisfaction of clinical experience (F=9.54, p<.001) differed with clinical competence. Clinical competence was positively related to self-directed learning (r=.45, p<.001) and critical thinking disposition (r=.51, p<.001). According to the result of multiple regression, critical thinking disposition (t=5.80, p<.001), satisfaction of achievement (t=3.33, p=.001), gender (t=2.93, p=.004) and self-directed learning (t=2.35, p=.019) were significant factors of clinical competence explaining 33.0% of the variances. Conclusion: Critical thinking disposition, satisfaction of clinical experience, gender and self-directed learning had a positive effect on clinical competence in nursing students. To enhance clinical competence for nursing students, it is necessary to develop self-learning teaching strategy and curriculum.

• Journal of Industrial Convergence
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• v.18 no.4
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• pp.101-110
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• 2020

The purpose of this study was to find the qualities of nursing students who need to improve their communication self-confidence by identifying their communication self-confidence, critical thinking disposition, and nursing professionalism. The study's data was collected from August 2019 to September 2019. Informed consent was received from 122 students who were in their senior of nursing college. The collected data was analyzed using SPSS WIN 20.0 program. As a result of the study, the score for communication self-confidence was 32.31, the score for a critical thinking disposition was 101.34, and the score for nursing professionalism was 3.78. Communication confidence was found to have a significant positive correlation with critical thinking tendency(r=.568, p<.001) and nursing professional intuition(r=.282, p<.001). The critical thinking tendency was found to have a positive correlation with communication confidence(r=.568, p<.001) and nursing professional intuition(r=.361, p<.001). Nursing professional intuition was also found to have a positive correlation with communication confidence(r=.282, p<.05) and critical thinking propensity(r=.361, p<.001).

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

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.681-689
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• 2020

The purpose of this study is to identify learning attitudes, problem-solving skills, critical thinking tendencies, and the effects on learning attitudes for dental hygienist. It was. The data analysis method analyzed the general characteristics of the subjects, and the learning attitude, critical thinking disposition, and problem solving ability were examined with the mean, standard deviation, and correlation between each variable. t-test, ANOVA, and hierarchical regression analysis were used for the study attitude, critical thinking tendency, and problem solving ability according to the general characteristics of the study subjects. As a result of this study, grades were the most influential variables, and self-confidence and skepticism influenced learning attitudes as a sub-factor of critical thinking. In this study, the first grade of dental hygiene and enrolled students was the highest. Development of programs to effectively raise critical thinking tendency and problem solving ability for first graders, and research on characteristics of learners, major satisfaction, adaptation to college life, problem-based learning and preceptorship should be continuously conducted. It is feed.

• The Journal of Korean Academic Society of Nursing Education
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• v.19 no.4
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• pp.606-616
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• 2013

Purpose: The purpose of this study was to investigate the effect of critical thinking disposition on emotional regulation, perceived stress and communication competence of students in nursing. Methods: A total of 362 students were recruited from two nursing colleges in C and S city. Data were collected by means of self reported questionnaires from December 1 to 15, 2012 and analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and multiple regression with SPSS 18.0. Results: A positive correlation was found between critical thinking disposition and seeking support emotional regulation, active emotional regulation and communication competence. A negative correlation was found between critical thinking disposition and perceived stress. Critical thinking disposition was the strongest predictor of seeking support emotional regulation, active emotional regulation, perceived stress and communication competence. Conclusion: The results of this study suggest that to enhance positive emotional regulation and communication competence and to reduce stress for nursing students, it is necessary to develop a teaching program and curriculum for increasing critical thinking disposition.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.341-349
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• 2015

The critical thinking has become gradually important in nursing education for the era of convergence. The literature review was undertaken to identify the study trends of critical thinking in nursing education in Korea. 75studies from 1996 to 2014 were reviewed. The studies related to critical thinking were highly increased from 2006. The study design was identified descriptive studies to path model. The predictors to critical thinking were an academic system, age, interpersonal relationship, academic achievement, the duration of clinical practice, satisfaction on nursing, self-esteem, self-efficacy, learning methods and so on. The consequence variables were clinical practice stress, cognitive stress, the ability of problem-solving, clinical competency, emotion control, communication competence. It is necessary to develop education programs and curriculum based on evidence from the researches for increasing critical thinking.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.2
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• pp.1109-1117
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• 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 Convergence on Culture Technology
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• v.5 no.1
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• pp.443-449
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• 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.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.151-158
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• 2019

This study was conducted to identify the level of problem-solving ability, critical thinking and satisfaction level of students majoring in dental hygiene, and to identify the impact of problem-solving ability and critical thinking on major satisfaction levels. The research target collected data through a structured questionnaire for 259 students majoring in dental hygienics located in North and South Gyeongsang Province. The analysis results showed that the problem-solving ability of the study subjects was 2.56, critical accidents were 2.58, and the major satisfaction level was 2.32, and the problem-solving ability, critical thinking and major satisfaction level were positively correlated with each other. Among the lower factors of problem solving ability, solution performance and solution model were significant factors that could improve major satisfaction, and among the lower factors of critical thinking, intellectual fairness, intellectual passion/interest, and systematicness were significant factors that could improve major satisfaction. Critical thinking also significantly mediated problem solving ability and major satisfaction level (β=).2602, BCCI [.0908~.4529]). Based on the results, it is believed that dental hygiene education needs to be developed in addition to the establishment of an educational environment that can enhance the ability to solve problems and critical thinking, and that research should be continued to check its effects.