Fostering Critical-Thinking Abilities and Their Effectiveness -- An RN-BSN Program in Taiwan

2.50
Hdl Handle:
http://hdl.handle.net/10755/156721
Type:
Presentation
Title:
Fostering Critical-Thinking Abilities and Their Effectiveness -- An RN-BSN Program in Taiwan
Abstract:
Fostering Critical-Thinking Abilities and Their Effectiveness -- An RN-BSN Program in Taiwan
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Sheu, Sheila, PhD
P.I. Institution Name:Fooyin University
Helping students acquire the ability to think critically is one of the major focuses of nursing education today.The purpose of this study was to design courses for fostering critical thinking abilities in RN-BSN students at a nursing school in southern Taiwan and evaluate its effectiveness. The framework and content of core courses "Nursing I", "Nursing II", and "Nursing III" were restructured aiming to promote critical thinking ability. Teaching about critical thinking and how to think critically were emphasized during classroom and clinical practice. The essence, dispositions and skills of critical thinking were practiced by simulated case studies and case conferences. A total of 52 nursing students were enrolled in this study. The Equivalent Time Sample Design and the Equivalent Material Sample Design were used to evaluate the effectiveness of such teaching. The Chinese version of Watson°¦s Critical Thinking Appraisal was also utilized. This instrument comprises five factors: inference, assumption, induction, explanation, and evaluation. The data were collected after the end of each of the three nursing courses. Our main findings were as follows : (1) Total CT ability before taking the course was fair (M = 38.71) but below the norm in Taiwan. Critical thinking in deduction was the best (M = 8.69) while that in inference was the worst (M = 4.83 ). (2) The most significant improvement occurred after °µNursing I°¨ and °µNursing II°¨ for interpretation ability(t =4.05, p <.001 ; t =4.01,p <.001 ), and after °µNursing III°¨ for inference ability(t =3.90, p <.001). (3) At the end of these courses, students°¦ total CT ability increased significantly (t = 4.58, 4.88, 4.00, P
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleFostering Critical-Thinking Abilities and Their Effectiveness -- An RN-BSN Program in Taiwanen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156721-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Fostering Critical-Thinking Abilities and Their Effectiveness -- An RN-BSN Program in Taiwan</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Sheu, Sheila, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Fooyin University</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">slsheu@mail.fy.edu.tw</td></tr><tr><td colspan="2" class="item-abstract">Helping students acquire the ability to think critically is one of the major focuses of nursing education today.The purpose of this study was to design courses for fostering critical thinking abilities in RN-BSN students at a nursing school in southern Taiwan and evaluate its effectiveness. The framework and content of core courses &quot;Nursing I&quot;, &quot;Nursing II&quot;, and &quot;Nursing III&quot; were restructured aiming to promote critical thinking ability. Teaching about critical thinking and how to think critically were emphasized during classroom and clinical practice. The essence, dispositions and skills of critical thinking were practiced by simulated case studies and case conferences. A total of 52 nursing students were enrolled in this study. The Equivalent Time Sample Design and the Equivalent Material Sample Design were used to evaluate the effectiveness of such teaching. The Chinese version of Watson&deg;&brvbar;s Critical Thinking Appraisal was also utilized. This instrument comprises five factors: inference, assumption, induction, explanation, and evaluation. The data were collected after the end of each of the three nursing courses. Our main findings were as follows : (1) Total CT ability before taking the course was fair (M = 38.71) but below the norm in Taiwan. Critical thinking in deduction was the best (M = 8.69) while that in inference was the worst (M = 4.83 ). (2) The most significant improvement occurred after &deg;&micro;Nursing I&deg;&uml; and &deg;&micro;Nursing II&deg;&uml; for interpretation ability(t =4.05, p &lt;.001 ; t =4.01,p &lt;.001 ), and after &deg;&micro;Nursing III&deg;&uml; for inference ability(t =3.90, p &lt;.001). (3) At the end of these courses, students&deg;&brvbar; total CT ability increased significantly (t = 4.58, 4.88, 4.00, P</td></tr></table>en_GB
dc.date.available2011-10-26T15:04:04Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T15:04:04Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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