• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.1
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• pp.71-78
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• 2011

Purpose: The purpose of this study was to investigate the critical thinking disposition, problem solving ability, and clinical competence of nursing students in a 4-year baccalaureate university program. Methods: In this study, a descriptive survey design was used with convenience sample of 228 nursing students at a University in Chungbuk Province. Data were analyzed using descriptive statistics, independent t-test, ANOVA, Pearson correlation coefficient, and multiple stepwise regression. Results: The mean scores for critical thinking disposition, problem solving ability, and clinical competence were at the intermediate level. Significant positive correlations among critical thinking disposition, problem solving ability, and clinical competence were found. The regression model explained 46.8% of clinical competence. Problem solving confidence was the most significant predictor of clinical competence, other variables were intellectual fairness, intellectual eagerness/curiosity, and prudence. Conclusion: The study findings suggest that nursing students with higher levels of critical thinking disposition and problem solving ability will have a higher level of clinical competence. Furthermore, problem solving confidence might be the most important predictor in clinical competence. Therefore, it is necessary to introduce the new teaching strategies in nursing education, strategies that will improve critical thinking disposition, problem solving ability, and clinical competence.

• Korean Journal of Adult Nursing
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• v.21 no.1
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• pp.117-128
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• 2009

Purpose: The purposes of this study were as follows; 1) To review the definitions of critical thinking from various perspectives, 2) To examine the critical thinking measurements throughout nursing research, and 3) To review the nursing studies with regard to critical thinking. Methods: This study was a literature review with regard to the critical thinking in nursing in aspects of conceptual meaning, measurements, and research. Results: The definition of critical thinking in nursing included decision making in clinical setting, inference with logical construct to increase nursing quality, interpretation in the context, and evaluation. The critical thinking was a core concept, which meant not only simple nursing process, but included decision making ability. The critical thinking has been conceptualized by both critical thinking disposition and skill. However, there was no nursing specified critical thinking measurement. Critical thinking research has been conducted to describe critical thinking disposition and critical thinking, to determine relationships between critical thinking and clinical competency, and to evaluate the effectiveness of educational programs. Conclusion: The instruments for measuring critical thinking disposition and skill that contain cultural difference and clinical specificity need to be developed to measure critical thinking and increase it.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.19 no.1
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• pp.46-56
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• 2012

Purpose: The purpose of this study was to identify the relationships among professional self-concept, critical thinking disposition and clinical competence in nursing students. Method: The participants in the study were 505 nursing students, 262 associate degree nursing students and 243 baccalaureate nursing students, all in schools in Gwangju or South Jeonla Province. A questionnaire survey was conducted from April 25 to May 27, 2011. Statistical processing was performed with SPSS 18.0 Version and the data were analyzed using t-test, ANOVA, Scheff$\acute{e}$ test, Pearson correlation coefficients, and multiple stepwise regression. Results: There was a positive correlation among clinical competence and professional self-concept, critical thinking disposition. The most effective factor for clinical competence was professional practice in professional self-concept, followed by prudence and objectivity in critical thinking disposition. The total explanation of clinical competence was 46.2%. Conclusion: The results of this study indicate confirm that professional self-concept and critical thinking disposition have an effect on clinical competence in nursing students. Accordingly in order to improve clinical competence, it is necessary to provide practice environment and educational curriculum that enhance the professional self-concept and critical thinking disposition of nursing students.

• Journal of Korean Academy of Nursing Administration
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• v.15 no.1
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• pp.26-36
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• 2009

Purpose: This study was undertaken in order to investigate the relationships between critical thinking disposition, professional nursing competence and job satisfaction in clinical nurses. Method: A convenience sample of 221 registered nurses were obtained from one hospital in Seoul. The data were analyzed by descriptive statistics, t-test, ANOVA, Scheffe' test, Pearson correlation coefficient using SPSS WIN 14.0 program. Results: There were a statistically significant difference in the critical thinking disposition according to age, marital status, career length, and department. There were a statistically significant difference in professional nursing competence according to role, age, career length, current position, and department. There were a statistically significant difference in job satisfaction according to age, marital status, career length, and department. A significant positive correlation between critical thinking disposition and professional nursing competence, and job satisfaction was found. Conclusion: Critical thinking disposition, professional nursing competence and job satisfaction of clinical nurses are significantly related. To improve professional nursing competence and job satisfaction of clinical nurses, it need to use actively the critical thinking disposition with resonable salary. And it need to prepare the nursing education and strategy to increase the job satisfaction of clinical nurses.

• The Korean Journal of Emergency Medical Services
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• v.17 no.3
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• pp.61-71
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• 2013

Purpose: This study was conducted to evaluate the effects of the simulation education integrated with problem based learning on critical thinking disposition and self-efficacy on paramedic students. Methods: The study subjects were 48 students. Pre and post design with nonequivalent control group was assigned. The experimental group received the one week education for 4 weeks(4 sessions in total) with 90 minutes for each session. The control group received a regular skill training curriculum. Results: The experimental group showed significantly higher improvement of self-efficacy and critical thinking disposition preference compared with the control group. Conclusion: These findings indicate that simulation education with scenario was effective in improving the critical thinking disposition and self-efficacy in paramedic students.

• The Korean Journal of Health Service Management
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• v.7 no.4
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• pp.105-117
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• 2013

The purpose of this study was to identify the relationships among critical thinking disposition, professional self-concept and clinical competence in nursing students. The participants were 291 nursing students in Gwangju Province. A questionnaire survey was conducted from March 02 to 16, 2013. Data were analyzed using descriptive statistics, t-test, ANOVA, Scheffe test, pearson's correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0 version. There was a significant positive correlations among critical thinking disposition, professional self-concept, and clinical competence. The variable predicting clinical competency were professional self-concept and critical thinking disposition. These factors accounted for 44.1% of the variance. The findings of this study suggest that the most influential factor for clinical competence was professional self-concept. Therefore it is necessary to improve professional self-concept through effective education program.

• Journal of Korean Clinical Nursing Research
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• v.24 no.3
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• pp.336-346
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• 2018

Purpose: This study was conducted to identify nurses'critical thinking disposition, self-leadership and clinical competency in small to medium sized hospitals less than 300beds. Methods: Data were collected using the questionnaire from 227 nurses in Incheon city and Gyeonggi province from March to April, 2017. The data were analyzed using t-test, ANOVA and $Scheff{\acute{e}}^{\prime}s$ test to identify differences in critical thinking disposition, self-leadership and clinical competency. Pearson correlation coefficients were used to identify the correlation among the study variables, and multiple regression was used to identify factors contributing to clinical competency. Results: There were significant differences in critical thinking disposition according to age, marital status, clinical career, career in currently working department and education about leadership. Significant differences in self-leadership were identified according to marital status, work position, working department, work type, education about leadership, and turnover intention. Clinical competency was significantly different depending on age, education, monthly income, work position, career in currently working department, work type, education about critical thinking disposition and education about leadership. Clinical competency was positively correlated critical thinking disposition and self-leadership. Critical thinking deposition, monthly income and self-leadership explained 30.1% of clinical competency of nurses working in small to medium sized hospitals. Conclusion: The results of this study suggest that we need to improve nurses'critical thinking disposition, self-leadership, and the clinical competency.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.2
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• pp.227-236
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• 2015

Purpose: The purpose of this study was to determine the relationship among the factors of nursing professionalism, critical thinking disposition and self-leadership in nursing students. Methods: The participants were 715 nursing students in tertiary education. Data was collected from March 10 to 14, 2014 using self-report questionnaires and analyzed through descriptive statistics, t-test, ANOVA and Pearson correlation coefficient with SPSS/win 17.0. Results: The mean scores for nursing professionalism ($3.48{\pm}.50$), critical thinking disposition ($3.14{\pm}.27$), self-leadership ($3.44{\pm}.40$) were above average. There was a positive correlation between nursing professionalism and self-leadership (r=.452, p<.01) and between critical thinking disposition and self-leadership (r=.405, p<.001). Conclusion: The result of this study indicates that developing nursing professionalism and critical thinking disposition in nursing students is significant for improving their self-leadership. Therefore the findings suggest meaningful basic data for nursing education.

• Perspectives in Nursing Science
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• v.8 no.2
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• pp.105-112
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• 2011

Purpose: The purpose of this study was to identify the predictors of job stress in hospital nurses. The predictors of job stress were the subject's general characteristics, communication style, critical thinking disposition and job satisfaction. Methods: 294 nurses who had worked in a hospital participated in this study. The data were analysed with descriptive analysis methods including a t-test, ANOVA, Scheffe test, Pearson correlation coefficient and multiple regression analysis. Results: The job stress score for nurses was 111.6. There was a statistically significant difference between job stress and marriage status (p<.001), education (p<.001), clinical career (p<.001), position (p<.001), communication style (p<.001), critical thinking disposition (p<.001), and job satisfaction (p<.001). Critical thinking disposition, job satisfaction and clinical career together accounted for 36.88% of the total variation in job stress. Conclusion: Based on the findings of this study, the development of a nursing intervention program that can lead to an improvement in critical thinking disposition is suggested.

• The Korean Journal of Health Service Management
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• v.14 no.2
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• pp.117-129
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• 2020

Objectives: A descriptive survey was used in this study to identify the relationship between nursing students' grit, critical thinking disposition, and clinical competence and to examine factors that influence clinical competence. Methods: Data were collected from 241 nursing students and analyzed using t-test, ANOVA, Scheffé test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 24.0 PC program. Results: Clinical competence was found to have significant pure correlations with critical thinking disposition (r=.49, p<.001), and grit (r=.31, p<.001). The most influential factors influencing nursing students' clinical competence were critical thinking disposition (β=.35, p<.001), and grit (β=.28, p<.001), and these factors explained 33% of the variance in clinical competence. Conclusions: The findings indicate the need to develop and apply strategies and educational programs to enhance individual nurse's critical thinking disposition and grit. Furthermore, exploration is needed on ways to enhance clinical competence.