A Correlational Study On Critical Thinking In Nursing As An Outcome Variable For Success
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Author | : Rebecca Porter |
Publisher | : |
Total Pages | : 132 |
Release | : 2017 |
Genre | : Critical thinking |
ISBN | : |
Critical thinking is a required curricular outcome for nursing education; however, the literature shows a gap related to valid and reliable tools to measure critical thinking specific to nursing and relating that critical thinking measurement to meaningful outcomes. This study examined critical thinking scores, as measured by Assessment Technologies Institute (ATI) Critical Thinking Exam (CTE), to determine if a statistically significant predictive association existed between critical thinking scores, successful Associate of Science in Nursing (ASN) program completion, and National Certification Licensure Examination for Registered Nurses (NCLEX-RN®) pass rates. The research was conducted in a semi-urban, hospital-based, ASN program and included 550 students obtained by convenience sampling in a retrospective, predictive correlational study. Logistical analysis was conducted to determine if any relationships existed between the variables of interest while controlling for confounding variables such as nursing course grade point average (GPA) and preadmission ATI Test of Essential Academic Skills (TEAS) scores. Critical thinking was found to be a positive predictor of student success [program completion (p = .012); NCLEX success (p = .002)] as were TEAS [program completion (p = .003); NCLEX success (p = .001)] and nursing course GPA [NCLEX success (p = .001)]. However, cumulative effects for the three variables were not found to increase the predictive power of the model and none of the variables were deemed good predictors of failure.
Author | : Geraldine N Valencia-GO |
Publisher | : F.A. Davis |
Total Pages | : 297 |
Release | : 2015-05-15 |
Genre | : Medical |
ISBN | : 0803646623 |
From an introduction to basic research concepts through design of quantitative and qualitative studies and data collection and analysis, you’ll review all aspects of nursing research and its application to real-world practice
Author | : Eleanor Inks Sloat |
Publisher | : |
Total Pages | : 94 |
Release | : 1967 |
Genre | : Thought and thinking |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : |
Release | : 2006 |
Genre | : Critical thinking |
ISBN | : |
Critical thinking is an important concept in nursing education and is thought to be necessary for success in nursing. The primary purpose of this study was to determine if critical thinking is predictive of success in a nursing program. Success was defined as passing the National Council of State Boards of Nursing licensing exam for registered Nurses (NCLEX-RN) on the first attempt. This study used an alternate measure of critical thinking, the Collegiate Assessment of Academic Proficiency (CAAP) critical thinking test. Multiple linear regression analysis was performed using passing the NCLEX-RN as the dependent variable and using critical thinking scores, GPA in nursing, and GPA in science courses as the independent variables. Results indicated that critical thinking scores were not predictive of success. Binary logistic regression analysis was performed to corroborate results and similar results were found. The student's GPA in nursing courses was, however, found to be a statistically significant predictor of success.
Author | : Judith W. Kuykendall |
Publisher | : |
Total Pages | : 234 |
Release | : 1995 |
Genre | : |
ISBN | : |
Author | : Kathryn M. Jones |
Publisher | : |
Total Pages | : 218 |
Release | : 2004 |
Genre | : Critical thinking |
ISBN | : |
Author | : Cathy L. Coram |
Publisher | : |
Total Pages | : 82 |
Release | : 2005 |
Genre | : Critical thinking |
ISBN | : |
Critical thinking has been established as one of the key elements in developing excellent nurses and providing for patient safety. Improvement of critical thinking skills is essential to ensure patient safety as well as provide for the success of each professional nurse. Patient outcomes have been the focus of numerous research studies and correlation between critical thinking and clinical judgment has been demonstrated. The purpose of this study was to determine if critical thinking skills of undergraduate nursing students in a clinical setting could be improved. This was accomplished by utilizing Rosalinda Alfara-LeFevre's methods of developing critical thinking skills outlined in "Critical Thinking and Clinical Judgment, A Practical Approach". The experimental group was encouraged, mentored and instructed on the 'how to' of critical thinking techniques. The control group was not given the additional tools. Comparison of the two groups at the beginning of the clinical rotation and again at the completion will allow data to be compiled for statistical analysis. The data will be collected by the use of self and peer evaluations of Critical Thinking Indicators including both knowledge and behavior aspects. This study will be qualitative and quantitative in nature. While the scope of this study is limited to senior level students in one program, it provides a framework within which further evaluation of critical thinking assessment can be accomplished.
Author | : Margaret Lunney |
Publisher | : John Wiley & Sons |
Total Pages | : 388 |
Release | : 2013-05-30 |
Genre | : Medical |
ISBN | : 1118701216 |
This book uses the latest research findings to apply critical thinking processes for the development of diagnostic reasoning and the selection of patient outcomes and nursing interventions.Four chapters describe the meaning of intelligence, critical thinking, and application of critical thinking processes within nursing. The case studies and their ultimate resolution to intervention and outcome illustrate these processes by enabling repeated practice. Case studies are organized into four sections; problem diagnoses, risk diagnoses, health promotion diagnoses, and strength diagnoses. A companion website provides on-line resources.
Author | : Joan Clare Blanchfield |
Publisher | : |
Total Pages | : 116 |
Release | : 1998 |
Genre | : |
ISBN | : |
The purpose of this study was to collect outcome data on the measurement of critical thinking skills of entry and exit level master's nursing students to determine if a difference in critical thinking skills existed between the groups. The sample was drawn from a master's nursing program at a small, private, liberal arts college. This study sought to answer several related questions. Does gender, age, race, marital status, or years of nursing experience effect critical thinking skills? Does past nursing education implement critical thinking skills? Does master's nursing education impact favorably upon the development of critical thinking skills? The theoretical framework for this research was provided by Ausubel's Assimilation Theory of Learning. A descriptive comparative design with a two group posttest only was selected for the study. Participants were asked to complete the California Critical Thinking Skills Test and a demographic data survey. Thirty five master's nursing students (entry level n=18, exit level n=17) completed the two data collection tools. Data analysis utilized descriptive statistics for the demographic data, correlational statistics for the multi-item variables, analysis of variance, and the Number Cruncher Statistical System software. This limited study, variables such as gender, age, race, or marital status were not correlated significantly with critical thinking skills as measured by the California Critical Thinking Skills Test. An incidental finding revealed a higher self-reported grade point average of the exit level group than the entry level group (605). The exit level group scored significantly higher than the entry level group on the California Critical Thinking Skills Test and on the subscales of evaluation, inference, and inductive reasoning. The hypothesis that critical thinking skills increase as master's nursing students advance through their master's nursing education was supported. Recommendations for further study include a follow-up of the present entry level sample before graduation, the use of a two group pretest-posttest design at entry and exit of the nursing program, increasing the sample size, and participating in a multisite study with other nursing education programs.
Author | : Geneal Halverson Hall |
Publisher | : |
Total Pages | : 260 |
Release | : 1995 |
Genre | : Critical thinking |
ISBN | : |