Critical Thinking Disposition Research Articles

Decision-Making Competence and Critical Thinking Ability among Triage Nurses in a Selected Hospital in Batangas, Philippines

Overcrowding and long waiting times remain perennial issues in many emergency departments globally, resulting in unsafe and inefficient care. To facilitate the treatment of patients that arrive in the Emergency Department a triage process is often implemented. Triage enables the Emergency Department staff to prioritize patient care so that patients requiring more immediate care are seen first. This study described the competence and critical thinking ability of triage nurses in a selected hospital in Lipa City, Batangas, Philippines. The quantitative descriptive correlational research design was used in this study. Data was gathered through a self-administered questionnaire that adopted Yoon Critical Thinking Disposition and Triage Decision Making Inventory by Cone (2000). Results showed that decision-making competency is significantly different among different age groups (F=40.93, p<0.0001). Respondents’ critical thinking ability based on objectivity, healthy scepticism, systematicity and intellectual fairness, intellectual curiosity, self-confidence and prudence was at moderate level, with composite means of 3.23, 3.43, 3.22, 3.37, 3.33, 3.28, and 3.27, respectively. Based on the results of the study, participants had a moderate level of critical thinking ability while doing triage. Also, over-all decision-making ability significantly increased with age and years of experience. Furthermore, objectivity, self-confidence, prudence and over-all critical thinking ability are significantly associated with age. Moreover, the triage nurses’ decision-making skills can be greatly influenced by their critical thinking ability.

Critical Thinking in Teacher Education: Course Design and Teaching Practicum

Critical Thinking is considered a key component of Higher Education that supports graduates’ preparation for the labor market. However, in the field of teacher education more research is needed to support student-teachers with regard to the complexity of schools. It is considered that a teaching practicum can set the stage for the cultivation of Critical Thinking skills and dispositions, as student-teachers have to face real problems and be led to decision-making. The paper presented here describes the curriculum transformation of courses offering theoretical lectures and teaching practicum in the Department of Primary Education, University of Western Macedonia. After focus group discussion with in-service teachers, the Critical Thinking skills and dispositions considered necessary for teacher education were thoroughly described and utilized for the course design. The courses were modified to include a variety of teaching strategies following the direct infusion approach for training in Critical Thinking with the aim of promoting reflective practices for fostering student-teachers’ critical reflection. In this way, they can be empowered regarding their professional development.

A critical issue: assessing the critical thinking skills and dispositions of undergraduate health science students

Critical thinking skills and dispositions are significantly important factors that aid in one’s ability to understand and solve complex problems. Within the field of higher education, critical thinking skills and dispositions are valued and encouraged but are not always fully developed at the completion of the undergraduate degree experience. Those students who are studying to enter the healthcare field are particularly in need of strong critical thinking skills and dispositions in order to provide patients and communities with effective, evidence-based care in the midst of an ever-increasingly complex environment. What program of study a student selects, and the unique curriculum design of that program, may impact the development of these skills and dispositions during undergraduate study. This quantitative study sought to explore and understand the critical thinking skills and dispositions of undergraduate students enrolled in a BS in Health Science (BSHS) degree program, and how these skills in particular compared to the national student population. During the Spring 2022 academic semester, 140 senior-level BSHS students were given the opportunity to complete the California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory. Results show less development in critical thinking skills when compared to the national student population, with Numeracy skills being the most poorly developed, and Truth-Seeking being the most inconsistent disposition possessed by the student participants. The implications of these findings, particularly for faculty who teach students planning to enter the healthcare field, are offered, including recommendations for curricular design and modification.

애니메이션 영상매체를 활용한 여성건강간호 사례기반학습의 효과

Objectives This study aimed to identify the effect of case-based learning using animation media in women’s health nursing.
 Methods The participants were nursing students who took a theoretical class in women’s health nursing in the first semester in 2021. For the experimental and control groups, case-based learning by animation media and a lecture were conducted, respectively. Regarding the effects, critical thinking disposition, learning motivation, academic self-efficacy, learning attitude, and learning satisfaction were obtained through an online survey.
 Results Statistically significant differences were observed between learning motivation (Z=-2.09, p=.037), academic self-efficacy (Z=-2.05, p=.040), and learning attitude (Z=-2.37, p=.018) in the experimental group compared to the control group. Regarding critical thinking disposition (Z=-1.81, p=.070) and learning satisfaction (t=-0.38, p=.544), the experimental group an increase compared to the control group; however, the differences were not significant.
 Conclusions Animation video media could be used as an effective teaching and learning method to provide case-based learning in the theoretical subjects in women's health nursing. Therefore, the application of various nursing major subjects is expected to improve learning abilities, such as learning motivation and attitude, and academic self-efficacy, of nursing students and contribute to improving their theoretical and practical capabilities.

Development and evaluation of simulation-based scenario education program for professional oral hygiene care in intubated patient.

This study was conducted to develop a professional oral hygiene care (POHC) simulation education program for intubated patients and to evaluate the suitability of education by evaluating the performance confidence (PC), critical thinking disposition (CT), and learning satisfaction (LS) of dental hygiene students. This study developed a POHC simulation education program (theory, skill training, scenario education, and debriefing) for intubated patients through expert validation and consisted of a single-group pre- and postexperiment design. The subjects were 3rd and 4th year students at the Department of Dental Hygiene in Wonju City, and a total of 30 people were enrolled. The collected data were analyzed using the PASW Statistics version 23.0. The content validity test was measured by the CVI (Content validity index) value, and the PC, CT, and LS of the subjects before and after participating in the program were analyzed using a paired t-test. The significance level (α) was based on .05. After the program, the PC improved from 4.29±0.43 to 4.54±0.44, and there was a significant difference (p=.004). CT improved from 3.73±0.36 to 3.84±0.36, but there was no significant difference (p=.062), and prudence improved from 4.21±0.33 to 4.43±0.27, and there was significant difference. (p=.001). LS increased from 4.66±0.36 to 4.90±0.16 after education, and there was a significant difference (p=.002). Simulation education program improved dental hygiene students' POHC performance confidence. Various scenarios will need to be developed in the future, and it is necessary to evaluate simulation education within the dental hygiene curriculum and identify areas for improvement.

The Effect of Mixed Reality-based HoloPatient in Problem-based Learning Contexts

BackgroundThere has been little investigation of nursing students’ experience of MR-based HoloPatient integrated into PBL contexts. MethodA mixed methods design was used to examine the effect of HoloPatient-based PBL in nursing students. ResultsThis study found significant positive effects of the HoloPatient-based PBL on problem-solving ability, critical thinking disposition, and learning confidence and satisfaction. Two themes were identified for students’ experiences in the HoloPatient-based PBL: positive experiences of HoloPatient-based PBL learning, and suggestions for improvement. ConclusionMR-based HoloPatient incorporated with PBL can allow students to learn problem-solving skills in realistic nursing work contexts, acquire related nursing knowledge and increase their learning motivation.

The Task-Based Approach to Teaching Critical Thinking for Computer Science Students

Critical thinking (CT) is one of the most important 21st-century skills that employers believe will grow in prominence. However, many higher education (HE) graduates often lack it. This is also true for graduates in computer science (CS) and related disciplines, who need CT to drive social and organizational digitalization. There are a number of strategies for teaching CT. However, there is no evidence regarding how to effectively teach CT in CS. To address this gap, this study proposes an educational approach that aims to promote CT to the students of CS and related disciplines. An educational experiment using this approach was conducted in two modules with similar content. The written reflections of 11 students on their development in CT and the quantitative data of students’ self-assessments of their CT skills and dispositions before (N = 20) and after (N = 11) the experiment were analyzed. Priority was given to the qualitative data. The results of this study support the hypothesis that the proposed approach has a positive impact on the development of students’ perceived CT skills. They also show that this approach stimulates and promotes students’ ability to transfer CT to other tasks and domains and to other contexts and situations. However, the positive development of students’ CT dispositions could not be demonstrated in this study, which can be explained by the short duration of this intervention.

Development and Psychometric Evaluation of Bilingual English-Urdu Pakistani Critical Thinking Disposition Scale.

To develop and test the psychometric properties of the Pakistani Critical Thinking Dispositions Scale. In the item generation phase, constructs of the scale were identified through an in-depth literature review and items were written to measure the constructs. Following this, input of the experts was obtained for content validity index. In the item reduction phase, psychometric properties were measured. Initially, the scale was administered to 580 study participants during May 2018-2020 after approval from the institutional review board. Data was analyzed through SPSS v21, AMOS v21 and Omega extension. First phase identified 54-items for seven constructs including contextual perspective, perseverance, reflection, intellectual integrity, creativity, open-mindedness, and inquisitiveness. Second phase determined KMO test value of 0.974 and Bartlett's test (P-Value < 0.001). The second-order confirmatory factor analysis showed a good fit model explaining 73.37% total variance. Parsimony and baseline comparison indices were favorable. Alpha and Omega value of 42-items was 0.869. Pakistani Critical Thinking Dispositions scale owning seven constructs and 42-items is valid, reliable, and feasible to use in undergraduate nursing education. However, its utilization in other healthcare disciplines can be tested.

The role of critical thinking dispositions and depressive symptoms in predicting teacher candidates’ perceptions of ‘teacher self-efficacy’

The purpose of this study was to examine the relationships among pre-service teachers' perceptions of teacher self-efficacy (TSE), critical thinking dispositions (CTD), and depressive symptoms. Correlational survey, one of the quantitative research designs, was used as the research design of this study. The participants of the study consisted of 450 pre-service teachers studying at the Faculty of Education of a state university in Turkey. The California Critical Thinking Disposition Scale, Beck Depression Inventory, Teacher Self-Efficacy Scale, and a researcher-developed demographic information form were used to collect data. The collected data was analyzed using the Pearson Moment Correlation Coefficient and multiple regression analysis techniques. The results of the study revealed that the subdimensions of critical thinking disposition and depressive symptoms had significant positive correlations with all dimensions of teacher self-efficacy. Another important finding was that CTD and depressive symptoms are important variables in predicting preservice teachers' self-efficacy beliefs. The present study also addressed the implications for teacher education and provided insights for future research directions.

Implementation and Evaluation of a Virtual Reality-Based Cognitive Assessment and Rehabilitation Simulation Course in Undergraduate Nursing Students: A Pre-Post Study

BackgroundVirtual reality has gradually been applied to nursing education, with many advantages. MethodsA quasi-experimental, pretest-posttest study was conducted to verify the teaching effectiveness of a virtual reality-based cognitive assessment and rehabilitation simulation course. The Chinese version of the Critical Thinking Disposition Inventory was used to measure the critical thinking abilities of participants. The teaching evaluation included the evaluation of the virtual system, course, teaching, and students themselves. ResultsThe difference between the pre- and post-tests was statistically significant for the dimensions of truth seeking, open mindedness, systematicity, self-confidence, inquisitiveness, maturity, and the total score of critical thinking ability (p < .05). ConclusionThe course can significantly improve the critical thinking ability of nursing undergraduates and provide an effective teaching method.

Change in students' critical thinking over the course of dental education.

The purpose of this study was to test whether critical thinking changes over the course of dental education by assessing dental students at the beginning and toward the end of their training. Dental student participants completed a survey at the beginning of their first year (August 2019) and at the start of their last year of dental school (August 2022). The survey consisted of two instruments designed to measure the disposition and metacognition components of critical thinking. The study used a pretest-posttest design. Paired t tests were used to determine whether critical thinking scores changed over the 3-year period. Surveys were completed by 85 of 94 students (90%) on the pretest and 63 of 93 students (68%) on the posttest. Of the 92 students who were members of the class at both testing periods, data were available for 59 students (64%). There were significant mean decreases in disposition and its tolerance for cognitive complexity subscale, as well as in metacognition and its metacognitive strategies subscale (p < .05). There was no significant mean change in either open-mindedness or metacognitive thinking. Results of this study suggest that some aspects of critical thinking (metacognition and disposition) decrease over the course of dental education. Future research should investigate why this is the case, and explore different instructional methods designed to improve critical thinking.

Analysis of Prospective Mathematics Teachers’ Critical Thinking Disposition Based on Self-Confidence

The disposition of critical thinking plays an important role for teachers, particularly in responding to mathematical problems. However, several studies have shown that the disposition to think critically is still low. This descriptive-qualitative research aims to analyze and describe prospective mathematics teachers’ critical thinking dispositions based on their self-confidence. Three subjects were selected from a total of 25 prospective mathematics teachers who were given a self-confidence questionnaire, with very good, good, and poor self-confidence criteria. Data collection was conducted by administering a critical thinking disposition test of the Problems With No Specified Universal Set Given (PWNSUS) type and conducting interviews. The results of this research indicate that prospective mathematics teachers’ self-confidence influences their critical thinking disposition. Prospective mathematics teachers with very good self-confidence fulfill the components of a critical thinking disposition, namely systematicity, self-confidence, inquisitiveness, open-mindedness, and analyticity. Meanwhile, prospective mathematics teachers with good self-confidence fulfill the components of self-confidence, inquisitiveness, open-mindedness, and analyticity. However, prospective mathematics teachers with poor self-confidence only fulfill inquisitiveness and analyticity. Two of the three subjects were unable to achieve two critical thinking components, namely truth and maturity, which can be developed through various exercises.

The Relationship between Learning Styles and Self-Efficacy with Critical Thinking Disposition among Technical Institute Nursing Students

The Relationship between Learning Styles and Self-Efficacy with Critical Thinking Disposition among Technical Institute Nursing Students

간호대학생의 비판적사고성향과 환자안전역량의 관계에서 간호전문직관의 매개효과

Purpose : This study aimed to investigate the mediating effect of nursing professionalism in the relationship between nursing students’ critical thinking disposition and patient safety competency.&#x0D; Methods : The subjects of the study were 140 third- and fourth-grade nursing students who had experience in clinical practice among two universities located in S city and J city. The study was conducted from January 3, 2022 through February 15, 2022 using a self-report questionnaire. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson’s correlation coefficients, and multiple regression following the Baron and Kenny method and Sobel test for mediation.&#x0D; Results : A positive correlation was found between nursing students’ patient safety competency and critical thinking disposition (r＝.58, p＜.001) and nursing professionalism (r＝.43, p＜.001); moreover, nursing professionalism was correlated with critical thinking (r＝.46, p＜.001). Nursing professionalism appeared to have a partial mediating effect in the relationship between critical thinking disposition and patient safety competency, and the explanatory power of critical thinking disposition and patient safety competency increased by 35.4% (F＝39.06, p＜.001).&#x0D; Conclusion : Nursing professionalism was found to be important for fostering nursing students’ patient safety competency, and it is considered necessary to develop curricula or programs and operate extracurricular programs that can improve nursing professionalism.

Critical Thinking (Dis)Positions in Education for Sustainable Development—A Positioning Theory Perspective

In a threatened world, the need for pathways to sustainability has become urgent. Teachers have a significant role in using critical thinking (CT) as an integrated aspect of education for sustainable development (ESD). As part of the Critical Thinking in Sustainability Education (CriThiSE) project, this paper explores how primary school teachers positioned themselves with regard to CT in ESD during group interviews. Among the findings derived through critical discourse analysis, “otherness” positions were identified in teachers’ discourse. These positions were interpreted via positioning theory (PT) as part of the critical discourse analysis while tracing personal pronouns. Here, different positions were identified through the use of the pronouns they, theirs and the generic you, suggesting that otherness reflects a tendency to “care about” (CT disposition). Another finding was that the teachers’ collective positions, through the pronouns such as we, us, they, theirs, ours and the generic you, might suggest an implicatory denial embedded in the sociocultural perspective in relation to sustainability. From the ESD perspective, the findings highlight that CT is more than a matter of skills. The study highlights the importance of taking into account teachers’ CT dispositions as an important consideration to better understand teachers’ engagement with CT in ESD.

Critical Thinking Research: A Scoping Review on Research Gaps

This paper is a scoping review of critical thinking (CT) studies done in the Philippines by Filipino scholars from 1971 to 2017, aimed to examine the extent and nature of research that has been conducted to identify research gaps in the existing literature. In doing the scoping review, a five-stage methodological framework was utilized. Out of 142 documents gathered, 128 studies were reviewed and classified into six major research areas. Over the last 47 years, studies have focused largely on CT ability, but studies on CT disposition have been very limited. Immersion is the predominant approach used in teaching CT and in materials development. The majority of studies conducted were designed for students in tertiary and secondary education, but hardly for kindergarten and elementary school pupils. This scoping review suggests that research need to be conducted to cultivate CT disposition towards helping learners in kindergarten and elementary school acquire the skill.

Scales used to evaluate critical thinking in nursing graduation

Objective: To analyze the scales used to measure critical thinking in undergraduate nursing students.Methods: Scoping review guided by Joanna Briggs Institute recommendations. Search carried out in November/2021 in five databases and two libraries. Descriptive data analysis.Results: Final sample had 57 articles. 91% (n = 53) adopted a validated scale to measure critical thinking in nursing students, and 9% (n = 4) combined two of them. California Critical Thinking Disposition Inventory, California Critical Thinking Skills Test, and Health Science Reasoning Test were the most used scales. Studies with beginners prevailed, and there were several contexts and research themes. Simulation and concept mapping were the most evaluated teaching strategies, and 59.6% (n = 34) identified an increase in critical thinking after the intervention.Conclusions: Nursing managers and educators have 17 validated scales available to measure critical thinking, a fundamental element of clinical practice.

Crea reflexión: experiencias de aprendizaje en prácticas clínicas

Objective: to design and incorporate a structured instrument for reflective record of clinical practices in e-portfolio format for Nursing Degree students in paediatric clinical practices. Method: a quanti-qualitative prospective longitudinal study; subjects: fourth year Nursing Degree students. Instrumentalization: reflective diaries, rubrics, California Critical Thinking Disposition Scale, Emotional Intelligence Assessment Scale, Wong Law Emotional Intelligence Scale, Bem Sex-Role Inventory, academic-formative tutoring. Sample characteristics will be described with central tendency and dispersion, according to their type and distribution. The assessment of effectiveness will be estimated through the change in scores compared with the patterns of reference of the status previous to training in reflective practice, and the status with training and experience on reflective practice. The tests used for hypothesis testing in these analysis will be bilateral, with a p< 0,05 significance level. Data processing will be conducted with SPSS 25.0. Codes, emerging categories and categorization rules will be identified for the content analysis of records, in order to generate creation of concepts. The AtlasTi-8 program will be used.Expected results: methodological guidelines for reflective practice, evaluation rubrics, digital portfolio. Development in skills on office tools for friendly records and deepening into the knowledge of reflective practice and critical judgment in Nursing Degree students within the setting of paediatric clinical practices

A Study on the Critical Thinking Disposition of English Major Students -- A Case Study of Undergraduate English Majors at S University

This article focuses on undergraduate English majors at S University as research subjects, using the Chinese revised version of the California Critical Thinking Disposition Inventory (CTDI-CV) by Peng Meici. Using SPSS 26.0, the study analyzed the current status of critical thinking disposition among S University students and the differences in scores among different groups. The following conclusions were drawn: Overall, the critical thinking disposition of S University undergraduate English majors is at a moderate to high level, and there are varying degrees of differences among different student groups in terms of gender, parents’ education level, grade, high school type, and whether they have taken the “English Speech and Debate” course. Based on these survey results, corresponding suggestions are provided.

Assessment of the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale

BackgroundThe Critical Thinking Disposition Scale is a valid and reliable tool for assessing an individual's attitudes towards critical thinking. However, it is unclear if the scale can be used with Vietnamese nursing students. ObjectivesThis study aimed to translate the scale into Vietnamese and examine the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale (CTDS-V). SettingsData were collected from senior nursing students at four universities in southern Vietnam in October and December 2022. ParticipantsIn total, 398 senior nursing students participated in this study. MethodsA cross-cultural adaptation of the CTDS-V was carried out with participants obtained through convenience sampling. Data were collected through an online survey. The study evaluated the validity of the CTDS-V by examining the content validity, concurrent validity, and construct validity, employing both Exploratory and Confirmatory Factor Analyses. The study also reported the internal consistency reliability using Cronbach's alpha and test-retest stability of the CTDS-V. ResultsThe CTDS-V had a good content validity index with a score of at least 0.85 for each item and an excellent overall content validity index of 0.96. Exploratory Factor Analysis identified two factors, critical openness, and reflective scepticism, with 11 items. Confirmatory Factor Analysis provided an acceptable fit model and supported the factor structure of the original scale. Cronbach's alpha coefficient of the scale was 0.88, and those of the two subscales were each 0.84. The test-retest stability of the CTDS-V was good with an intraclass correlation coefficient of 0.98 (95 % confidence interval = 0.96, 0.99). ConclusionsThis study indicated that the CTDS-V is a valid and reliable tool for assessing the critical thinking disposition of nursing students. The scale is short, rendering it feasible for regular use in education and research.