Critical Thinking Disposition Research Articles

Structured diary introspection training: A kind of critical thinking training method can enhance the Pro-C creativity of interior designers

Pro-C creativity refers to professional creativity, which plays a key role in designing novel and practical works for designers in practical work. In order to verify the significance of critical thinking and Pro-C creativity and explore how to improve Pro-C creativity through critical thinking training, we carried out two studies. In Study 1, we recruited 58 designers using a longitudinal research approach and employed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) to measure designers' critical thinking. Designers were tasked with completing assignments related to Pro-C level of creativity A, and their creativity was assessed by experts. Through a one-year follow-up analysis, we examined how their critical thinking influenced Pro-C creativity in the design domain. The results of the cross-lagged analysis indicate that scores on critical thinking positively predicted the creativity levels of designers one year later. Study 2 is a controlled intervention study. We developed an intervention program for training critical thinking, named the "Structured diary introspection Training Method", which is based on the online technique. Through a 21-day critical thinking training intervention, the results of repeated measures analysis of variance showed that, compared to the control group, designers in the intervention group scored significantly higher in a creative task related to designing a living room. Our findings support critical thinking as an important predictor of Pro-C creativity in the real world and provide a feasible training program for those who need to improve their Pro-C creativity.

The Effects of Blended learning on University Students’ Critical Thinking Dispositions in College English Course

This research aims to introduce and examine the effects of blended learning environment on learners’ critical thinking dispositions for undergraduate students of business major at North China University of Science and Technology (NCSTU) in China. The participants are 28 freshmen from College English Course. The research tools are Critical Thinking Dispositions Inventory Chinese Version and Blended Learning Environment Questionnaire. The findings show that blended learning environment is beneficial for improving Chinese students’ critical thinking dispositions (CTD). The students are willing to take part in the learning activities both online and offline. They find out it is most difficult part is to understand the teacher’s English instructions. Majority of students’ CTD is positive after one semester learning in the blended learning environment. Open-mindedness, self- confidence, and inquisitiveness of CTD are significantly correlated with students’ gender, English scores of college entrance exam, and science and liberal arts respectively

Critical Thinking and Clinical Reasoning in Undergraduate Medical Course: A Mixed-Methods Study in a Medical College in Kolkata, West Bengal, India

Critical thinking is considered as the essential set of skills for medical practice, particularly during emergencies. However, there is lack of conceptual clarity around it and it was not explicitly included in the undergraduate medical curriculum in India. The present study has been planned to assess the critical thinking disposition and clinical reasoning skills among medical undergraduate students in a medical college in West Bengal, India. The perceived definition and attributes of critical thinking in medical education will be explored and the contexts where application of critical thinking skills may be crucial for medical practice will be identified. The content validity index, test-retest agreement; internal consistency and construct validity of the Critical Thinking Disposition Assessment Questionnaire (CTDAQ) will be assessed through step-by-step procedure. CTDAQ and the case-based objective-type questions for the clinical reasoning skills will be applied to around 200 medical undergraduate students. Their perception and experience on critical thinking in medical education will be assessed with structured open-ended questions. In-depth interviews with medical teachers of the second and third phases of undergraduate medical curriculum will be conducted to assess their perception and experiences on critical thinking. The quantitative analysis will be conducted with MS excel and R software using the relevant packages. The qualitative data will be transcribed and translated in English, close to the participants’ verbatim. The thematic analysis will be conducted with inductive coding and memoing. The study will be conducted maintaining ethical standards for epidemiological studies. The present study, one of the first a few studies in India, will help to meet the conceptual gap in understanding the attributes of critical thinking, its association with clinical reasoning and the contexts of preferred application in medical practice.

간호대학생을 위한 정보통신과 최신보건의료기술 교육프로그램 개발 및 효과 검증

Purpose : This study aimed to develop and evaluate the effects of an information communication technology and latest healthcare technology education program. Methods : Conducted as a quasi-experimental study with a one-group pretest-posttest design, the study involved 96 grade 2 students. Data were collected from August 28 to December 8., 2023, 14 weeks, 50 minutes per week. The general characteristics of the subjects were analyzed using frequency, percentage, and mean, while the effects on problem-solving ability, critical thinking disposition, nursing information literacy competency, and digital competency assessed using a paired t-test. Results : Nursing students’ problem-solving ability (t＝－4.50, p＜.001), nursing information literacy competency (t＝－5.29, p ＜.001) and digital competency (t＝－3.41, p＜.001) improved after participating in the education program. Conclusion : The information communication technology and latest healthcare technology education program was effective in improving problem-solving ability, nursing information literacy competency, and digital competency of nursing students. This underscores its potential for implementation in educational settings requiring curriculum adjustments to align with evolving learning outcomes.

Evaluating Critical Thinking Disposition, Emotional Intelligence, and Learning Environment of Nursing Students: A Longitudinal Study.

The COVID-19 pandemic may have inhibited the development of critical thinking and emotional intelligence of nursing students due to the transition from traditional to online learning environments. The objective was to evaluate the development of critical thinking, emotional intelligence, and the perceived learning environment of nursing students during the pandemic from their first to second year. This was a longitudinal study of 82 nursing students from 2 universities in Greece. We measured critical thinking disposition, emotional intelligence, and the students' perceptions of the learning environment in 2 phases, separated by a 10 month interval, before and during the pandemic. Students had moderate-to-high critical thinking and emotional intelligence and perceived the learning environment as more positive than negative in both phases. However, there were no statistically significant changes between phases in critical thinking disposition (mean score 44.3 vs 45.1, p = .224) and emotional intelligence (mean score 5.05 vs 5.06, p = .950) between the 2 phases. Nevertheless, students rated the online learning environment (phase 2) higher than the traditional (mean score 137.8 vs 132.2, p = .005). Critical thinking and emotional intelligence did not change, but students favored the online learning environment over the traditional. These findings suggest that nurse educators persevered, adapted, and maintained the quality of the learning environment despite the pandemic. Moreover, the utilization of an online learning environment may have led to enhanced enjoyment and engagement for students, which could potentially result in improved learning outcomes.

Predictors of Social Justice: Critical Thinking Disposition and Student Personal Responsibility

The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.

Nurses’ critical thinking disposition and professional commitment: a cross-sectional study

Abstract Objective High-quality and successful nursing care delivery in a variety of situations requires critical thinking training and professional commitment. The present study aimed to investigate critical thinking disposition, professional commitment, and the relationship between these 2 variables among nurses. Methods As a result of stratified random sampling, 201 nurses were enrolled in the present cross-sectional study. Data were gathered using a socio-demographic form, the Critical Thinking Disposition Inventory (CTDI), and the Nurses’ Professional Commitment Scale (NPCS). Results Although the critical thinking disposition scores were at a moderate level (115.70 ± 13.55), the mean score for professional commitment was high (91.37 ± 11.77). A positive correlation was found between critical thinking disposition and professional commitment (r = 0.67, P = 0.001). Conclusions Nursing managers are urged to employ strategies to enhance nurses’ critical thinking disposition and professional commitment.

신생아 출생 간호에 대한 Head Mounted Displays기반 가상현실(Virtual Reality)시뮬레이션과 블렌디드 교육 프로그램 효과

Objectives This study confirms the effectiveness of a virtual reality simulation and blended education program based on Head Mounted Displays on newborn nursing for nursing college students.
 Methods The participants were 48 nursing students. The experimental group(n=24)received a blended simulation, combining a HMD based virtual reality simulation and a high-fidelity simulation, while the control group(n=24) received only a HMD based virtual reality simulation. Data were collected from January 9 to 12, 2023, and analyzed using SPSS version 25 for Windows.
 Results A blended education program was applied that includes an HMD-based VR and high-fidelity simulation education for neonatal nursing. There was a significant difference in problem-solving ability(t=3.47, p=.009)and clinical performance confidence(U=-3.68, p<.001)of the experimental group that received blended simulation training. Critical thinking disposition(t=2.86, p=.004),problem-solving ability(t=3.47, p<.001), and clinical performance confidence(U=-3.68, p=<.001) were significantly affected before and after training between the experimental and control groups. The difference in scores was statistically significant.
 Conclusions A blended simulation that integrates an HMD based virtual reality simulation program and high-fidelity simulation education for neonatal nursing was found to be effective in education. The goal is to provide basic data for children's nursing simulation education to operate more efficiently. Therefore, since the HMD based virtual reality simulation program can be integrated into the existing simulation program and used as an effective education method, it is believed that alternative practical education design research that applies various simulation education methods is necessary.

The effectiveness of case-based concept map to improve pathophysiology knowledge and critical thinking among first-year nursing students: a quasi-experimental study

Introduction: Improving pathophysiology knowledge and critical thinking skills of nursing students remains as a challenge faced by nursing educators. Thus, an innovative learning method is required. Concept map by adding cases might assist increasing students’ pathophysiology knowledge and critical thinking skills. Methods: A quasi-experimental study with pre- and post-test with control group design involved 104 first-year nursing students of Universitas Jenderal Soedirman, Purwokerto, Central Java in April-June 2023. Participants were divided into two classes at the beginning of the first semester and randomly allocated into the intervention (54 respondents) and the control (50 respondents) group. The intervention group was provided typical learning added with a case-based concept map development weekly for 7 weeks, while the control group underwent regular lectures based on the syllabus. Pathophysiology knowledge was measured by using Multiple Choice Questions, while critical thinking was evaluated by using the Critical Thinking Disposition Inventory questionnaire. Independent-t test and paired test were applied to evaluate the effectiveness of implementing the case-based concept map. Results: The mean score for knowledge the pathophysiology of the disease in the intervention group was significantly higher than the those in the control group (t=5.24, p=0.000). However, there was no difference in the average scores of critical thinking between two groups discovered in the study (t=0.90, p=0.37). Conclusions: Case-based concept map can be recommended as an innovative and effective learning method for teaching disease pathophysiology to nursing students. However, the case-based concept map in this study is still not consistent in improving students' critical thinking skills.

Development and Effect of a Simulation-Based Disaster Nursing Education Program for Nursing Students Using Standardized Patients.

Disaster nursing deploys professional nursing knowledge and skills systematically to reduce disaster-related risks to life and health. Disaster nursing education requires providing simulations using standardized patients. The purpose of this study was to develop, based on the International Council of Nurses' Framework of Disaster Nursing Competencies, a simulation-based disaster nursing education program for nursing students that employed standardized patients. A nonequivalent, control group, pretest-and-posttest design was used. Participants were senior nursing students from two universities, with 70 assigned to the experimental group, 35 assigned to the comparison group, and 35 assigned to the control group. Data were collected from January 25 to April 3, 2019. The simulation-based disaster nursing education program consisted of a 60-minute theoretical lecture on disaster management and two scenarios. The effectiveness of the simulation-based disaster nursing education program was measured using levels of disaster nursing competencies, disaster triage competency, disaster preparedness, critical thinking disposition, and confidence in disaster nursing. Significant differences were found between the experimental and comparison/control groups in terms of disaster nursing competencies ( F = 20.06, p < .001), nursing triage ( F = 17.35, p < .001), disaster preparedness ( F = 60.37, p < .001), critical thinking disposition ( F = 19.63, p < .001), and confidence in disaster nursing ( F = 20.24, p < .001). Simulation-based disaster nursing education programs using standardized patients can be useful in disaster nursing education. They can contribute to future changes in nursing education and practice by improving the disaster nursing capabilities and preparedness of students.

Effect of cultural capital on creative culinary process: Mediating role of critical thinking disposition

The aim of this study is to determine the effect of cultural capital on the creative culinary process and to identify the mediating role of critical thinking disposition in this effect. Due to the focus of creativity studies in the field of gastronomy and culinary arts on professional chefs, and the lack of sufficient student-oriented studies, the research is conducted on students. A quantitative research design was employed, and the survey method was chosen as the data collection technique. Purposive and convenience sampling methods were used to determine the sample. The research obtained data from 563 participants. The data were analyzed using confirmatory factor analysis (CFA) to test the research model and the Process Macro for testing hypotheses. The findings indicate that cultural capital effects the creative culinary process; cultural capital influences critical thinking disposition; critical thinking disposition positively affects the creative culinary process; and critical thinking disposition mediates the influence of cultural capital on the creative culinary process. In light of these findings, the study contributes to the relevant literature in various aspects and provides suggestions for program planners, students in the field, and future research.

Pathways from cognitive flexibility to academic achievement: mediating roles of critical thinking disposition and mathematics anxiety

The purpose of this study is to examine the mediating roles of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement. A cross-sectional study was held to observe and compare path coefficients among latent and observed variables across 662 university students studying elementary mathematics education. In concur with grade point average scores, Cognitive Flexibility Scale, UF/EMI Critical Thinking Disposition Instrument and Math Anxiety-Apprehension Survey scores were utilized for structural equation modeling analyses. The results of this study indicated that freshman students experience the greatest impact from cognitive flexibility on academic achievement, while sophomores experience the least impact. Additionally, with the exception of the model for sophomore students, the mediating effects of the critical thinking disposition between cognitive flexibility and academic achievement were positive and statistically significant. Additionally, none of the models’ estimations of how mathematics anxiety would mediate between cognitive flexibility and academic achievement were statistically significant. Last but not least, for junior students only positive and statistically significant mediating effects of critical thinking disposition and mathematics anxiety between cognitive flexibility and academic achievement were found. This study put forth evidence to investigate cognitive flexibility, critical thinking disposition and math anxiety in higher education and to show the total, direct and mediating effects on academic achievement.

Development and validation of a delirium care critical-thinking scale for intensive care unit nurses: A mixed-method study.

To develop a Delirium Care Critical-Thinking Scale for nurses caring for patients in the intensive care unit and examine the scale's psychometric properties. There is a tool to evaluate nurses' critical thinking skills to determine nursing competency when delirium care is required. This cross-sectional, mixed-methods study. The Delphi method was applied for collection and analysis of data during conceptualization and item generation of the tool (Phase I). Item analysis, assessment of validity and reliability of the scale (Phase II) involved 318 nurses recruited by convenience sampling from nine adult intensive care units in medicine and surgery at one medical centre. Confirmatory factor analysis assessed construct validity. Internal consistency and 2-week test-retest stability measured reliability. A Critical Thinking Disposition Inventory Scale examined concurrent validity. After three rounds, the Delphi method resulted in 31 scale items. Item analysis demonstrated construct reliability ranged from 9.23 to 16.18. Confirmatory factor analysis eliminated one item and extracted five factors: applying knowledge, confirming the problem and accuracy of information, reasoning logically, choosing appropriate strategies and remaining open-minded. Average variance extracted values of all factors indicated good convergent validity. Cronbach's α for internal consistency was .96 with good test-retest reliability. The correlation coefficient for concurrent validity was .301. The new Delirium Care Critical-Thinking Scale for intensive care nurses was demonstrated to be a reliable and valid tool for evaluating their ability to assess patients with delirium. This new scale could be used to assess outcomes of education interventions and the effectiveness of nursing care quality involving patients with delirium in intensive and critical care units. The COSMIN checklist was used as the reporting guideline for this study. None.

Impact of Team-Based Learning on the Development of Critical Thinking Disposition in Entry-Level Master's Nursing Students.

Team-based learning (TBL) is an evidence-based teaching-learning strategy increasingly used in nursing education to improve student learning outcomes. Few studies have focused on its effects on the critical thinking disposition of second-degree nursing students enrolled in accelerated, entry-level master's programs. The purpose of this study was to evaluate the impact of TBL on the critical thinking disposition of entry-level master's nursing students. Critical thinking disposition scores did not significantly improve, but students' confidence in reasoning skills and intellectual curiosity were strengthened, suggesting that TBL is an instructional strategy worth pursuing in entry-level master's nursing programs.

Enhancing triage accuracy in emergency nurses: The impact of a game-based triage educational app

IntroductionDigital technology has enabled gamification methods to enhance triage education, reflecting an evolving healthcare landscape. ObjectiveTo evaluate the effectiveness of a Gamification Triage Education App (GTEA) as a learning tool for emergency nurses, with a focus on creating an engaging and educationally effective platform for triage training. MethodThe GTEA was developed using no-code based software and expanded upon previous iterations, with added features such as points, rankings, instant feedback, and quest-based stories. From December 2021 to March 2022, 27 emergency room nurses from three hospitals in Korea were instructed to use GTEA for 100 min over the course of a week. The effects were measured before and after the intervention. ResultsThe results demonstrated a significant increase in triage accuracy from 4.3 ± 2.00 to 5.33 ± 1.47 (t = −2.18, p = 0.039), along with a substantial reduction in overtriage (t = 3.11, p = 0.004). Additionally, increases in critical thinking disposition, triage competency, and triage knowledge were observed (t = −3.11, p = 0.004; t = −2.72, p = 0.011; t = −3.14, p = 0.004, respectively). ConclusionsThe findings provide robust evidence for the effectiveness of gamification in triage training within emergency nursing.

Effect of critical thinking disposition on employee innovative behavior: A meta-theory of personality perspective

In today's highly uncertain and complex environment, innovation plays a critical role in an organization's survival and development. Therefore, examining factors that drive employee innovative behavior is necessary. Drawing from meta-theory of personality, this study explores the influence of critical thinking disposition on employee innovative behavior. Using data from a three-wave questionnaire survey of 481 employees, the analysis reveals that: (1) intrinsic motivation mediates the positive relationship between critical thinking disposition and employee innovative behavior; (2) supervisor support for innovation moderates the positive relationship between critical thinking disposition and intrinsic motivation. This relationship is stronger when supervisors provide high levels of support for innovation than low levels of support; and (3) supervisor support for innovation also moderates the indirect influence of critical thinking disposition on innovative behavior through intrinsic motivation. This effect is stronger when supervisors offer high levels of support for innovation. These findings enhance our understanding of the mechanisms through which critical thinking disposition influences innovative behavior. Moreover, they have important practical implications for managers in implementing staff selection and training, and creating a supportive environment that promotes employee innovative behavior.

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Investigating the relationship between digital instructional material development self-efficacy, digital literacy and critical thinking disposition

The purpose of this study is to examine the relationship between pre-service teachers' digital instructional material development self-efficacy, digital literacy skills and critical thinking dispositions. The data were collected using the Digital Instructional Material Development Self-Efficacy Scale, Digital Literacy Scale and Critical Thinking Disposition Scale. Descriptive statistics, correlation analysis and regression analysis were used to analyze the data obtained from the study. According to the results of the study, digital literacy and critical thinking disposition are significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials. In addition, the technical sub-dimension of digital literacy and the cognitive maturity sub-dimension of critical thinking disposition were found to be significant predictors of pre-service teachers' self-efficacy in developing digital teaching materials.

간호대학생의 성역할 정체감, 비판적 사고성향 및 진로정체감이 대학생활적응에 미치는 영향

This study was conducted to describe the relationship of gender role identity, critical thinking disposition, career identity and college adjustment of nursing students. The participants were 179 nursing students in B city. The data was collected by questionnaires and was analyzed using SPSS 27.0. In general characteristics, the group who answered that they were very satisfied or satisfied with college life satisfaction, major satisfaction, and interpersonal relationships had a significantly higher score for college adjustment than other groups. There was a significant positive correlation among gender role identity, critical thinking disposition, career identity and college adjustment. The predictors influencing nursing students' college adjustment were interpersonal relationships, gender role identity-femininity, critical thinking disposition, and career identity, with 49.0% of the explanatory power (F=25.405, p&lt;.001). Therefore, in promoting nursing students' college adjustment, it is necessary to consider gender role identity and develop and apply various programs that can improve critical thinking disposition, career identity.

위암 수술 후 간호에 대한 Debriefing for Meaningful 적용 시뮬레이션 교육의 효과

Purpose : Debriefing is essential for the simulation practice, but the educational varies depending on the debriefing guide. The purpose of this study is to present the effects of attempting debriefing for meaningful learning (DML) for the simulation practice on the critical thinking disposition, problem-solving processes, learning self-efficacy and debriefing experience scale. Methods : This study is based on the single group pre-post test experimental design study, with 58 fourth graders of nursing students were targeted. The application of DML for the simulation practice was conducted for 7 weeks on the subject of nursing care after gastric cancer surgery was completed from May 8 to June 16, 2023. The collected data were analyzed using SPSS 27.0 through the frequency, percentage, mean, standard deviation and paired t-test. Results : After DML, the results present that there were significant differences in the problem-solving processes(t＝-2.79, p＝.007) and learning self-efficacy(t ＝-3.90, p＜.001), while the critical thinking disposition(t＝-1.61, p＝.111) demonstrated no significant differences. Conclusion : In the simulation-based education, debriefing with DML can be used as an effective strategy, and the comparative and repetitive studies using other debriefing will be needed in the future.