• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.795-809
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• 2014

The aim of this study is to confirm the effect of the experience of media education and the media literacy, the ability to understand and use media rightly. In the research results in this study, the experience of media education has a positive effect on the critical thinking disposition. Especially, the experience of media education in school influences all constituents of the critical thinking disposition positively and the experience of media education in home also does the constituents except for only truth-seeking positively. The industrial motivation, one of factors of the media literacy, has influence on all constituents of the critical thinking disposition, and the technical use ability, one of them, does the constituents except for systematicity. And inquisitiveness, objectivity, systematicity, and self-confidence of the critical thinking disposition are affected by the self-expression of the media literacy. The media audience factor has open-mindness, systematicity, and self-confidence of the disposition, and the media language factor does truth-seeking, open-mindness, and objectivity.

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

• Journal of dental hygiene science
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• v.14 no.3
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• pp.356-363
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• 2014

This study attempts to measure the critical thinking disposition and problem-solving ability levels of dental hygiene students and to investigate their correlation. A self-administered survey was conducted with respect to dental hygiene students from three-year colleges in Busan, Ulsan and the Gyeongsangbuk-do region between April 2013 and May 2013. A total of 649 surveys were subject to a final analysis. Critical thinking disposition of the dental hygiene students resulted in a score of 3.20 out of a total of 5.0. Freshmen, students with high academic performance results, students with good interpersonal relations, students with a high level of satisfaction regarding major subject and clinical training and students with no clinical training experience showed a high score for critical thinking disposition. Problem-solving ability of the dental hygiene students resulted in a score of 3.06 out of a total of 5.0. Students with high academic performance results, students with good interpersonal relations and students with a high level of satisfaction regarding major subject and clinical training showed a high score for problem-solving ability. It was found that critical thinking disposition and problem-solving ability had a pure correlation. The critical thinking disposition appeared to problem solving, interpersonal relations, major factors affect satisfaction, was a critical thinking disposition, academic factors affect the ability to problem solve. Regarding education for dental hygiene students, the reinforcement of training to increase critical thinking and problem-solving abilities is necessary and the development of an educational curriculum and change in educational environment that can increase interpersonal skills and communication skills is necessary.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.8
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• pp.66-74
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• 2019

The purpose of this study was to analyze work complexity, critical thinking disposition, and the degree of intuition for nurse practitioners and determine the associations among the variables. 150 nurses at hospitals and general hospitals in D City participated in this study and data collection was performed from June 15 to July 8, 2017. The data were processed by using SPSS WIN 24.0 to estimate the mean, standard deviation and Pearson's correlation coefficient and perform one-way ANOVA. They scored $2.33{\pm}.45$ for work complexity, $3.58{\pm}.36$ for critical thinking disposition, and $2.69{\pm}.52$ for intuition. Work complexity differed significantly by age (F=4.55, p=.012), education (F=11.61, p=<.001), department (F=26.69, p=<.001), and clinical career (F=4.30, p=.006) among their general characteristics. Critical thinking disposition differed significantly by education (F=5.25, p=.006) and position (F=5.35, p=.006) and differed statistically insignificantly by intuition. Work complexity was positively correlated with critical thinking disposition (r=.323, p=<.001) and intuition (r=.201, p=.013) and no significant correlation was found between critical thinking disposition and intuition (r=.033, p=.685). On the basis of these results, it is necessary to develop education and programs that can allow nurses who regard nursing work as complex to improve their critical thinking disposition and intuition.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.149-158
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• 2009

Purpose: This study investigated critical thinking disposition and clinical competency of senior nursing students in 3 nursing colleges whose education methods were different; lecture based education, partially problem based learning (PBL) applied education or whole problem based learning applied education. Method: Participants were 399 diploma nursing students, and 92 undergraduate nursing students. The instruments used for this study were critical thinking disposition scales and clinical competency scales. Results: There was no statistical difference on critical thinking disposition except healthy skepticism between the 3 colleges. Clinical competency of the lecture based college was the highest. A significant positive correlation between critical thinking disposition and clinical competency were found in students whose scores of critical thinking disposition were greater than the median. Conclusion: This finding indicates that there is a need for further research on diverse nursing students who are studying by a various methods, prior to acceptance of a paradigm shift in nursing education from conventional lecture based methods to PBL applied methods.

• Journal of Korean Academy of Nursing Administration
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• v.16 no.4
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• pp.389-398
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• 2010

Purpose: This study was done to identify the relationship between critical thinking disposition and problem solving ability in nursing students, thereby providing basic data for nursing education. Method: A convenience sample was drawn from 161 nursing students. Data were collected from June 2008 to October 2008. Instruments used in the study were the California Critical Thinking Disposition Inventory (CCTDI) developed by Facione & Facione (1992) and the Problem Solving Inventory (PSI) developed by Heppner & Petersen (1982). The collected data were analyzed using t-test, ANOVA, Scheffe' test, Pearson correlation coefficients and multiple regression with SPSS 12.0. Results: The total mean score for CCTDI was 278.41 and PSI was 119.23. For general characteristics, there were statistically significant differences in CCTDI according to satisfaction with nursing majors (F=6.29, p=.00) and PSI according to academic achievement (F=3.45, p=.02) and marital status (t=2.43, p=.02). A statistically significant negative correlation was found between CCTDI and PSI. Critical thinking self-confidence, Analyticity and Inquisitiveness were significant predictors of PSI. Conclusion: The findings of this study indicate that critical thinking disposition influences problem solving ability. Therefore, the findings provide significant basic data for nursing education and nursing practice.

• Journal of Industrial Convergence
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• v.18 no.3
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• pp.35-43
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• 2020

This study was to identify the factors influencing the person centered care competency in nursing students. Data were conducted on 294 nursing students from September 1st to 25th 2019. The mean score of critical thinking disposition was 3.72, the interpersonal relationship was 3.90 and person centered care competency was 4.01. Nursing students with high degree of major satisfaction had higher level of critical thinking disposition, the interpersonal relationship and person centered care competency than students with low degree. Significant factors influencing person centered care competency were critical thinking disposition, the interpersonal relationship and grade which explained 33%. The programs that develop critical thinking disposition and interpersonal relationship are necessary for college nursing students in order to promote person centered care competency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.380-388
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• 2015

This purpose of the study is to investigate the influence of critical thinking disposition and emotional intelligence on clinical competence of nursing students. A self-reported questionnaire was filled out by 175 Korean nursing students from September 5 to September 12, 2013. Data were analyzed by frequencies, t-test, ANOVA, Pearson's correlation, multiple regression using SPSS Win 18.0. Critical thinking disposition showed a close correlation with emotional intelligence in nursing students(r=.582, p<.001). Critical thinking disposition and emotional intelligence explained 36.7% of total variance of clinical competence in nursing students. Therefore, it is necessary to develop and implement the curriculum and program for improving critical thinking disposition and emotional intelligence of nursing students.

• The Journal of the Korea Contents Association
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• v.18 no.2
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• pp.490-501
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• 2018

This study was conducted to develop and test effects of E-book based Flipped Learning education for nursing students. This study was one-group pretest-posttest design. The data were collected from 54 second-year nursing students in the located Y city and August 28 2017 to October 16 2017. The data were analyzed by descriptive statistics, paired t-test, Pearson's correlation coefficient, and stepwise multiple regression with SPSS 20.0 program. The results showed that the program was effective in increasing the critical thinking disposition (t=-8.62, p<.001), academic self-efficacy (t=-9.62, p<.001) and major satisfaction (t=-8.11, p<.001). The result of the stepwise multiple regression indicates the critical thinking disposition predict 13.4% (F=9.22, p<.001) of major satisfaction. The result of the stepwise multiple regression indicates the critical thinking disposition predict 13.4% (F=9.22, p<.001) of major satisfaction. Therefore, strategies for enhancing critical thinking disposition is needed by applying various teaching and learning strategies for nursing students.

• Journal of Korean Academy of Nursing Administration
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• v.22 no.1
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• pp.1-10
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• 2016

Purpose: A descriptive survey was used in this study to identify the relationship between nurses' critical thinking disposition, self-directed learning readiness and professional nursing competency and to examine factors that influence professional nursing competency. Methods: The data were collected from 188 nurses and analyzed using t-test, ANOVA, $Scheff{\acute{e}}$' test, Pearson correlation, and stepwise multiple regression analysis with the SPSS/WIN 20.0 PC program. Results: Professional nursing competency was found to have significant pure correlations with critical thinking disposition (r=.59, p<.001), and self-directed learning readiness (r=.54, p<.001). The most influential factor influencing nurses' professional nursing competency was critical thinking disposition, followed by self-directed learning readiness (${\beta}=.25$, p=.003), work department (${\beta}=.19$, p=.001), total clinical career (${\beta}=.19$, p=.003), and position (${\beta}=.12$, p=.040), and these factors explained 43.8% of the variance in professional nursing competency. Conclusion: The findings indicate the necessity of developing and applying strategies and educational programs to enhance individual nurse's critical thinking disposition and self-directed learning readiness. Furthermore, exploration is needed on ways to enhance professional nursing competency.