• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.166-174
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• 2009

Purpose: The purpose of this study was to examine self esteem, self efficacy and critical thinking disposition of college students. Method: A descriptive survey method was used in this study. Data were collected from May to August, 2008, from 486 college students. The survey sheet was composed of questions on self esteem, self efficacy, and critical thinking disposition. Result: The average score of self esteem, self efficacy, and critical thinking disposition was 2.99, 2.80, and 3.99 respectively. There were positive correlations between self esteem and critical thinking disposition, between self efficacy and critical thinking disposition, and between self esteem and self efficacy. Self esteem and self efficacy were significant predictors of critical thinking disposition. Conclusion: In order to help college students adopt to a rapidly changing society, the university should make efforts to develop a curriculum and program for improving self esteem, self efficacy and critical thinking disposition.

• Korean Journal of Adult Nursing
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• v.18 no.1
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• pp.31-40
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• 2006

Purpose: The descriptive-correlational study was undertaken in order to investigate the relationships between critical thinking disposition and critical thinking skill in clinical nurses. Methods: A convenience sample of 50 registered nurses was obtained from E University Hospital. The instruments used in this study were general characteristics, California Critical Thinking Disposition Inventory (CCTDI) and California Critical Thinking Skill Test(CCTST) developed by Facione & Facione (1994). The data were analyzed by descriptive statistics, t-test, ANOVA, Duncan test and Pearson's Correlation Coefficient with SPSS 12.0 Program. Results: 1) There was a statistically significant difference in critical thinking disposition according to age (F=3.23, p=.03) and educational background (F=39.07, p=.00). 2) There was a statistically significant difference in critical thinking skill according to age (F=3.40, p=.02), educational background(F=32.51, p=.00), and period of professional nursing experience(F=3.56, p=.02). Conclusion: A significant positive correlation between critical thinking disposition and critical thinking skill was found(r=.68, p=.00). Critical thinking disposition and critical thinking skill according to age and educational background had statistically significant differences. Therefore, it is needed to emphasize the necessity of continuous education and training of nurses which prepare their critical thinking ability.

• Korean Journal of Adult Nursing
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• v.16 no.1
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• pp.156-165
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• 2004

Purpose: This descriptive - comparison study was conducted to investigate the critical thinking disposition of senior nursing students in three types of nursing program. Method: The convenience sample was drawn from 472 nursing students. Instruments used in this study were made California Critical Thinking Disposition Inventory developed by Facione & Facione (1994). Data was analyzed by descriptive statistics, t-test, ANOVA, Scheffe test with SAS 6.12 program. Result: 1. The total mean score of critical thinking disposition was 279.06. Inquisitiveness was the highest with an mean score 45.50, while systematicity was the lowest with mean score of 36.15. There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00)according to senior nursing students in three types of nursing programs. 2. There was a statistically significant difference in critical thinking disposition(F=5.53, p=.00) according to age, marital status(t=-3.15, p=.00), religion(F=3.26, p=.02) and critical thinking course taken previously(t=3.10, p=.00). Conclusion: There was a statistically significant difference in critical thinking disposition(F=14.36, p=.00) according to senior nursing students in three types of nursing program. There was a statistically significant difference in Critical thinking disposition according to age, marital status, religion, logic, philosophy, critical thinking course.

• International Journal of Advanced Culture Technology
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• v.6 no.1
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• pp.23-31
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• 2018

The purpose of this study was to identify mediating effect of major satisfaction in the effect of critical thinking disposition on disaster recognition. For this study, 237 students of nursing students from universities in Jeollanam do participated in the study. The data collection was collected on Dec 1 to 7, 2017. The descriptive statistics was used to analyze general characteristics of participants, the differences in disaster recognition according to general characteristics were analyzed by t-test or ANOVA. Regression analysis was conducted to confirm the effect of critical thinking disposition on disaster recognition and Baron, R.M. And Kenny, D.A.'s mediation effect statistic analysis was used to confirm the mediating effect of major satisfaction in critical thinking disposition on disaster recognition. As a result, the critical thinking disposition affects the disaster recognition, and it was judged that the major satisfaction was mediating role. intellectual fairness sub-factor showed perfect mediating effect and confidence and general truth sub-factor showed partial mediating effect. Based on the above findings, it can be seen that not only critical thinking but also satisfaction with the major should be considered in order to increase the recognition of the sudden disaster. In this case, research for linking critical thinking disposition and major satisfaction is likely to be meaningful. Through the results of this study, we suggest the program development of a linkage between critical thinking disposition and major satisfaction to increase the recognition of disaster.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.2
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• pp.144-149
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• 2008

Purpose: The aim of this study was to testify correlations between critical thinking disposition and decision making styles. Methods: The subjects of this study were 193 freshman nursing students in the 1 nursing school located in Incheon area. The data were collected by self-reporting questionnaires. The data were analyzed using descriptive statistics and Pearson correlation coefficient analysis. Results: The score of critical thinking disposition was revealed 3.96 points. The highest was inquisitiveness, the lowest was systematicity. The most frequent decision making style was revealed a rational decision making. The next was dependant decision making, intuitional decision making as follows. The critical thinking disposition and rational decision making had a statistically significant positive correlation. However the critical thinking disposition and dependant decision making had a statistically significant negative correlation. Conclusion: With these findings, we are found that the more increasing critical thinking disposition, the more developing rational decision making. It will suggested that the program for increasing nursing student's critical thinking disposition focused on systematicity, analyticity and truth seeking in critical thinking sub categories.

• Journal of Korean Academy of Nursing Administration
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• v.14 no.2
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• pp.159-166
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• 2008

Purpose: The purpose of this study was to identify the degree of critical thinking disposition of nursing students and the factors influencing critical thinking disposition. Method: The subjects were 406 nursing students attending at one university who have been taught by the integrated nursing curriculum. Data was collected by a self-administered questionnaire from Nov. 11, 2007 to Nov. 30, 2007. The survey tool developed by Yoon(2004) was used. Data was analyzed by t-test, one way ANOVA and Scheffe test using SPSS Win 12.0. Result: The mean score of critical thinking disposition was 3.57. The sub scales of critical thinking disposition were statistically significant in regard to grade, age and character of subjects. Overall mean score of critical thinking disposition and its sub scales were statistically significant according to the degree of satisfactory of majoring nursing, reason of choosing nursing as a major and satisfaction on integrated nursing curriculum. Conclusion: Critical thinking ability is very important in various nursing situations. Integrated nursing curriculum was developed to improve critical thinking ability of nursing students. It is recommended that evaluation on the goal attainment of the integrated nursing curriculum needs to be monitored continuously.

• Journal of Korean society of Dental Hygiene
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• v.16 no.3
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• pp.401-407
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• 2016

Objectives: The purpose of the study was to investigate the correlation between critical thinking disposition and self-efficacy in dental hygiene students. Methods: This is a cross-sectional study. A self-reported questionnaire was completed by 486 dental hygiene students in for colleges Jellabukdo from March to June, 2016. The study instrument included general characteristics of the subjects, critical thinking disposition, and self-efficacy. The instrument for critical thinking disposition was adapted from Yoon and consisted of intellectual zeal/curiosity, prudence, self-confidence, systemicity, intellectual impartiality, sound skepticism, and objectivity. Each question was measured by Likert 5 point scale. Cronbach's alpha was 0.73 in the study. The instrument for self-efficacy was adapted from Kim and consisted of self-efficacy confidence, self-regulation efficacy, and task difficulty choice using Likert 5 point scale. Cronbach's alpha was 0.73 in the study. Results: The correlation between critical thinking disposition and details of each area showed a strong correlation. The strongest positive correlation in passion was 0.721 for curiosity and critical thinking disposition overall(p<0.01). Conclusions: It is necessary to develop the program for critical thinking disposition and self-efficacy in the dental hygiene students.

• Journal of Korean Academy of Nursing
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• v.39 no.6
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• pp.840-850
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• 2009

Purpose: This study was done to investigate the relationship between critical thinking disposition and clinical competence among nurses in general hospitals. Methods: This study was a descriptive-correlational study with a convenience sample of 560 nurses from 5 general hospitals. The data were collected by self-administered questionnaires. Critical thinking disposition was measured using the Critical Thinking Disposition Scale for Nursing Students. Clinical competence was measured using the Standardized Nurse Performance Appraisal Tool. Results: The mean score for critical thinking disposition and clinical competence was 3.37 and 4.10 respectively on a 5 point scale. A statistically significant correlation was found between critical thinking disposition and clinical competence. A regression model explained 72.8% of clinical competence. Prudence is the most significant predictor of clinical competence ($R^2=.728$). Conclusion: Study findings suggest that nurses with a higher level of critical thinking disposition would have a higher level of clinical competence. Furthermore, prudence might be the most important predictor of clinical competence. In order to strengthen clinical competence in nurses, the development and enhancement of critical thinking should be emphasized at the college level and nurses should be encouraged to make a clinical decision with greater prudence.

• The Journal of the Convergence on Culture Technology
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• v.2 no.2
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• pp.9-15
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• 2016

Objectives : The purpose of this study to investigate the Critical Thinking disposition in Nursing College students and related to ability of basic nursing science. Methods : Data were collected from 36 students who were students belong to one of province University. The instrument used in this study was California Critical Thinking Disposition Inventory(CCTDI) by Facione & Facione. The instrument was composed of 7 sub-items, truth-seeking, analyticity, systematicity, open-mindness, critical thinking, self-confidence, inquisitiveness, and maturity. The data were analyzed by descriptive statistics, t-test, ANOVA, Pearson Correlations with SPSS 12.0. Results : The result of this study were as follow; The average of total score in critical thinking disposition was 44.8, which means middle level(below 40: low, above 50: high level). Maturity was the highest while open-mindness was the lowest with an average score 5.01. There was significant difference between critical thinking and basic nursing science grade while there was no difference between age, gender, and religion. There was strongly relation between critical thinking disposition and basic nursing science(F=2.84, p=.01). Conclusion : According to the results of this study, nursing curriculum should be considered critical thinking disposition.

• The Journal of the Society of Korean Medicine Diagnostics
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• v.20 no.1
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• pp.27-36
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• 2016

Objectives The purpose of this study was to revealed the association among the clinical performance, self-concept of the nursing profession and critical thinking disposition of nursing students. Methods The subjects were recruited from the university nursing students who was experienced Grade 3 and Grade 4 students. The general characteristics of the subjects were presented with the frequency and percentage. Differences in clinical performance, professional nursing self-concept and critical thinking disposition were analyzed by t-test, ANOVA according to the degree of general characteristics. A significant positive correlation were analyzed from $Scheff{\acute{e}}$ test. Multiple regression analysis was used to reveal the effective indexes for Clinical Competence of the subjects. The suitable significance was 0.05 Results Total 318(23 males and 295 females) participants were joined in this study. Critical thinking disposition of the nursing students was significantly different in the university satisfaction, academic record, major satisfaction, satisfaction of clinical practice, relationships with colleagues practice, satisfaction amount of practice(p<0.001). Clinical competence of nursing students was positively associated with critical thinking disposition, professional self-concept and professional self-concept was positively associated with critical thinking disposition. Critical thinking disposition and professional self-concept was significant (F=83.081, p<.001). The higher clinical competence was (${\beta}=.168$, p=.001), the higher professional self-concept was(${\beta}=.051$, p<.001). The explanation power of critical thinking disposition and professional self-concept was 34.5% in clinical competence. Conclusions There is significantly positive correlation among critical thinking disposition, professional self-concept, and clinical performance in the nursing students.