Exploring Critical Thinking Dispositions among Fourth Year BSc Nursing Students of Various Colleges of Nursing, Pakistan

Background: Critical Thinking (CT) dispositions in nursing are prominent predictors of competence in delivering high-quality care, and of professionalism, in newly graduated nurses. CT skills, in isolation of CT dispositions, do not guarantee success in the workplace, because Critical Thinking Dispositions (CTD) are important elements of intellectual reasoning that simulate a person towards using the CT skills. Therefore, nursing educational programs should promote lifelong learning rather than focusing on transferring the content of nursing knowledge only. And for this purpose, quality education is the key. Education should focus on teaching from diverse perspectives, incorporating various teaching learning strategies that are congruent with the modern era. Purpose: The purpose of this study is to explore critical thinking dispositions among final year Baccalaureate Nursing students of various military colleges of nursing, in Pakistan. Methodology: A descriptive qualitative exploratory study design was used to investigate the CTD of BSc final year nursing students. The study population included twelve willing nursing students, from six military colleges across the country. Demographic information and consent was taken from the participants of the study. In-depth interviews, through a semi structured interview guide, and probes were used to obtain data related to personal experiences of CTD amongst the nursing students. Results: Data analysis showed two broad themes: 1) Perceptions of CT, and 2) Experiences of CT dispositions. In theme one, the emerging category was: Clarity of CT;whereas in theme two, the categories that emerged were: a) Truth Seeking, b) Open Mindedness, c) Inquisitiveness, and d) Self Organization. Conclusion: The findings of the study revealed positive dispositions towards truth seeking, open mindedness, and self-organization, whereas disposition towards inquisitiveness was weak. Self-confidence and maturity also emerged as positive factors that the students possessed. This study recommends that faculty and learners should extend their concept of CTD, and emphasizes its application in daily routine. Additionally, faculty should modify their instructional strategies and focus on the cultivation of dispositions of inquisitiveness, curiosity, and allow questioning by students in the class.

Critical Thinking Disposition among Nurses Working in Puplic Hospitals at Port-Said Governorate

Aim: This study aimed to investigate critical thinking disposition among nurses working in Public Hospitals in Port-Said Governorate.Methods: A descriptive research design was conducted in this study. Totally 196 respondents were chosen by systemic random sampling, to take part in the study as the sample. Data was collected from April to September in 2015. Tools of data collection: A personal and job characteristics data sheet and California Critical Thinking Disposition Inventory(CCTDI) were used. Results: The results revealed that the total critical thinking disposition score mean was 257.05 ± 20.16 and the highest score mean was 48.67 ± 6.28 for inquisitiveness subscale, while the lowest score mean was 21.36 ± 7.19 for the truth-seeking subscale. Also, none of the personal&job characteristics showed statistically significant relations with the total critical thinking disposition. Conclusion: More than three quarters of the nurses had an ambivalent disposition toward critical thinking, and most nurses' scores indicated a negative tendency towards truth-seeking. So the findings pointed for upgrading nurses' critical thinking through educational programs and a need for more problem-based learning with advanced teaching strategies in clinical areas.

The relationships among critical thinking disposition, caring behavior, and learning styles in student nurses

The purpose of this study was to identify the relationships among disposition toward critical thinking, learning styles, and caring behaviors in student nurses enrolled in three 5-year junior nursing colleges in Southern Taiwan. Methods: This cross-sectional study used a convenience sample that comprised 777 nursing students from two cities. The data were obtained through the Critical Thinking Disposition Inventory, Chinese Version (CTDI-CV), Index of Learning Styles (ILS), and the Caring Behavior Scale (CBS). The sample ranged in age from 16 to 22 years (M = 18.21). Results: Students scored highest on the inquisitiveness subscale and lowest on the truth-seeking subscale. Additionally, some dimensions of disposition toward critical thinking differed significantly by learning style. There was a positive relationship between overall critical thinking dispositions and caring behaviors (r = 0.23, p < 0.01). Finally, dimensions of caring behavior, with the exception of the maturity dimension, were significantly positively related to most dimensions of the disposition toward critical thinking (p < 0.05). Conclusion: The findings indicate that not only is learning style related to critical thinking disposition but also to caring behaviors. However, the cause of these relationships warrants further study.

The Influence of Blending Learning on Undergraduates’Critical Thinking Disposition:A Quasi Experimental Study

Objective:To explore the influence of blending learning on the critical thinking disposition among undergraduates.Methods:Two undergraduate classes majoring in Applied Psychology with similar level of critical thinking disposition were selected as the research subjects.Class A(106 students)was the experimental class,and class B(131 students)was the control class.During the research period of one semester(four months),the following measures were implemented for the two classes.The control class studied Developmental Psychology under the conventional teaching methods and procedures,while the experimental class studied Developmental Psychology according to the requirements and procedures of blending learning.The two classes were investigated with Critical Thinking Disposition Inventory-Chinese Version(CTDI-CV)at the beginning and end of the course.Results:At the beginning of the course,the total scores of CTDI-CV of the two classes were(217.33±14.90)and(218.31±16.29),respectively,with no significant difference(P>0.05).At the end of the course,the total scores of CTDI-CV of the experimental class and the control class were(237.84±17.53)and(224.22±17.52),respectively,and the difference was statistically significant(P<0.001).Conclusion:Blending learning may have a positive effect in improving the critical thinking disposition in undergraduates.

Correlation between English Majors' Critical Thinking Disposition and Their English Reading Comprehension

To improve students' critical thinking is considered as a top priority by a growing number of educators.While there exists a comparable amount of research examining students' critical thinking skills,less is known about students' tendency to use these skills.Specifically,little is known about what influence critical thinking disposition has on students' academic achievement.English reading comprehension,which has been an important composition in students' English achievement,may be an important factor in developing this disposition.The current study examined the characteristics of students' critical thinking disposition and their English reading comprehension as well as exploring the correlation between the two factors mentioned above.The current study involved in 125 sophomores in English major from Jiangsu province.The results indicated that students in current research performed best in Maturity (M=37.46,SD=3.57),followed by Inquisitiveness (M=36.64,SD=4.31),Analyticity (M=34.86,SD=3.70),Truthseeking (M=33.86,SD=4.08).In contrast,they performed worst in CT Confidence (M=33.17,SD=4.57),followed by Systematicity (M=33.49,SD=5.10) and Open-mindedness (M=33.50,SD=3.67).Students scored highest in Attitude and View Category as the mean was 0.8257,followed by Reasoning and Judgment Category (M=0.8128),Induction and Generalization Category (M=0.7612),Theme Topic Category (M=0.6844),Semantic Comprehension Category (M=0.6789),while scored lowest in Fact and Detail Category (M=0.5818).There existed a positive correlation between critical thinking disposition and reading comprehension achievement (n=109;r=0.300;p<0.01).

基于双钻+PBL模式的非遗技艺学习类APP交互设计研究

目的从非遗技艺学习类APP原型开发的视角,提出并构建该类原型中交互设计的双钻+PBL模式,以改善用户使用后批判思维倾向提升不足的问题。方法针对非遗技艺学习类APP原型的交互设计在用户批判思维倾向提升上的不足,在被广泛论证有利于提升批判思维的PBL(基于问题的学习)模式的基础上,融入典型艺术设计实践活动的双钻模型,开发新的交互设计原型。随后使用定量研究的方法,采用加利福尼亚批判思维倾向量表对30个参与实验的学生进行前测和后测,使用平均分、中位数、正态分布检验得分,最终选择威尔科克森秩和检验检验统计数据,回答研究问题。结果批判思维倾向的P小于0.05,6个子维度中除了开放思想的P小于0.05之外,其他五个子维度P都大于0.05。结论实验结果表明,基于双钻+PBL模式开发非遗技艺学习类APP交互原型能对使用者批判思维倾向产生提升效果,但对其中几个子维度提升效果不显著。

数字故事对英语学习者思辨倾向的影响研究

数字故事将数字技术与传统叙事融合,为培养学生用英语讲好中国故事提供新思路。研究采用实验研究方法,将某高校英语专业61名学生分为实验班和对照班,实验班开展英语数字故事项目实践。运用思辨倾向量表对两组学生进行前后测对比分析,探讨数字故事实践对提升英语学习者思辨能力的有效性。研究发现,通过开展英语数字故事项目实践,实验组学生的思辨倾向水平总体较为积极且呈上升趋势。实验组学生的思辨倾向水平显著高于对照组,主要体现在求真性、思维开放度、系统化能力、探究性、认知成熟度等方面。两组学生在分析能力、思辨自信心等方面没有显著差异。研究表明,数字故事以数字技术赋能传统叙事,将思辨与英语课程学习融合,能够有效促进学生思辨发展。研究为教育数字化转型背景下高校外语思辨教学改革提供建议和启示。

《加利福尼亚批判性思维倾向问卷》中文版的初步修订

《加利福尼亚批判性思维倾向问卷》(CCTDI)是测评批判性人格特质的有效工具之一。论文对CCTDI作了中文版的修订。修订工作包括翻译、试测、修订、重测等。试测和重测对象为大专 1至 3年级和本科 1至 4年级的学生。试测对象为 173人 ,重测对象为 382人。对CCTDI作的统计分析表明 ,该问卷的中文修订版有较好的信度和效度 ,适合于团体测验之用。

不同层次护生评判性思维能力的对比研究

目的了解我校不同层次护生评判性思维能力的现状,为培养护生评判性思维能力寻找教育策略。方法采用“评判性思维能力测量表”对我校在读护理硕士生、全日制本科护生、专科护生共305名作测试分析。结果我校护生的CTDI-CV总平均分为289.54±27.75分,研究生组311.00±21.42分,本科组294.57±26.19分,专科组280.05±27.75,各组间差异有显著意义,总分与学历层次的相关系数r=0.27(P<0.01)。各个维度得分在不同学历护生间差异有显著意义,且与学历层次呈正性相关。结论学历高的护生评判性思维能力更强,应当提高层次、大力发展本科及以上层次的护理教育。在护理教育过程中,必须重视对护理专业大学生的评判性思维能力的培养。

某三甲医院手术室护士批判性思维能力现状调查与分析

目的了解手术室护士批判性思维能力现状,为手术室护士批判性思维能力的培养提供依据。方法使用中文版批判性思维能力测量表(CTDI-CV)对手术室67位护士进行问卷调查,并对调查结果进行统计分析。结果手术室护士CTDI-CV总分均分为(284.31±24.53)分,平均分>280分,总体具有正向批判性思维能力。除寻找真相维度的平均分<40分,其他6个维度平均分均>40分。不同工作年限、不同职称的手术室护士CTDI-CV量表总分差异有统计学意义(P<0.01)。结论手术室护士总体具有正向批判性思维能力,但距离较强批判性思维能力的要求还有一定差距,需要加强手术室护士批判性思维能力的培养和教育力度。

英语专业硕士生思辨倾向的量具构建与实证调查

本研究构建英语专业硕士生的思辨倾向量表并开展实证调查。量具的构建采用文献研究和实地研究相结合的思路。思辨倾向的8个一级维度归类为两个二级维度。研究发现:(1)思辨倾向整体积极且比读研前有进步;大部分学生的整体水平为中等以上,积极变化的人多于消极变化;(2)二级维度的发展比较均衡,学术性的进步更大;(3)一级维度的发展水平不均衡,进步程度不一。建议对积极性较低的维度,尤其是低分学生的相关维度给予重点关注,将思辨倾向的培养有针对性地融入教育教学。

评判性思维倾向对护理教学影响的研究

目的:调查高校护理本科生评判性思维倾向,探讨课程设置和教学方式的合理性。方法:2015年6月,东北地区3所护理本科院校随机选取652名全日制大1至大3本科生,采用中文版评判性思维倾向量表(CTDI-CV)对学生进行评判性思维倾向调查。结果:不同学年的学生在开放思想、分析能力、评判性思维的自信心和求知欲方面差异有统计学意义(P<0.05);学生在寻找真相、开放思想和认知成熟度方面显示正性的评判性思维倾向。认知成熟度获最高分,评判性思维的自信心最低分。结论:护理教学的改革是一个系统工程,需要经过循证实践的不断检验来完善教学体系,提高学生评判性思维倾向。

护理学生的评判性思维倾向探析

目的:调查高校护理学生评判性思维倾向,探讨本科教育和专科教育的合理性。方法:从吉林医药学院选取522名在读全日制大一至大三护理学生,采用中文版评判性思维倾向量表(CTDI-CV)进行调查。结果:除分析能力和求知欲方面外,不同年级护理本科生CTDI-CV的总分和其余的5个方面差异有统计学意义。认知成熟度获最高分,评判性思维自信心分最低。结论:发展学生的评判性思维倾向,进一步改革护理院校教育合理性势在必行。

临床护士评判性思维情感倾向的测试研究

目的测试临床护士的评判性思维情感倾向。方法应用加利福尼亚情感倾向问卷(中文版)对166名临床护士进行评判性思维情感倾向的测试。结果所测护士的评判性思维倾向为正向;科室、生长环境、年龄、工作过的科室数目与评判性思维情感倾向无显著相关,而工作年限和学历与护士的评判性思维情感倾向具有显著正相关。结论对临床护士的评判性思维情感倾向的测试结果,为培养临床护士的评判性思维提供了依据。

批判性思维倾向与英语学习的相关性研究

为探究批判性思维倾向与英语学习的关系,文章采用了香港理工大学彭美慈等修订的CTDI-CV问卷调查表,对大连理工大学机械学院机械制造及其自动化专业的普通班及英语强化班的06、07、08级全日制在校本科生进行了调查。结果表明,批判性思维倾向与英语教学强度、英语学习成绩和平时学习英语的时间存在一定的相关性。

行业译员培养中思辨缺乏症对策实证研究

本研究首先构建了翻译思辨认知机制模型,并以此模型为理论框架,针对行业译员培养中的思辨缺乏症现象,对本地20名在职译员进行了为期6个月的翻译思辨能力培训实验研究。培训内容由基于翻译档案袋的翻译思辨技能训练和基于翻译工作坊的元翻译思辨能力训练两大部分组成,涉及反思日志和译者注等多个具体的翻译思辨提升对策。结果显示,该培训有效提高了译员的翻译思辨能力,尤其是推理评价技能和计划能力,同时在情感特质上也使译员变得更加开放、坚毅并具有责任感。

论批判性思维

培养批判性思维技能和态度已被众多国家确立为高等教育的目标之一。这是对新世纪挑战的积极回应。尽管对批判性思维有不同的界定 ,但都涉及信念和行为合理性的论证。批判性思维的培养既需要专门的课程加以实现 ,也需要在学科教学实践中予以贯彻。非形式逻辑或论证逻辑或论辩理论是广泛应用的培养批判性思维技能和气质的手段。

个体变量、材料变量对大学生创造性问题提出能力的影响

研究以139名大学生为被试,采用2(信息素养:高、低)×2(批判性思维倾向:强、弱)×2(信息量:高、低)×2(批判情境:有、无)四因素混合设计,考察个体变量和材料变量对创造性问题提出能力的影响。结果显示:(1)从个体变量看,批判性思维倾向在信息素养预测创造性问题提出能力时起调节作用;(2)从材料变量看,信息量高且含批判情境的材料对创造性问题提出能力有促进作用;(3)个体变量和材料变量在灵活性和独创性上存在交互作用。高信息素养或强批判性思维倾向的被试在含批判情境材料下灵活性、独创性表现更好;低信息素养或弱批判性思维倾向的学生在无批判情境材料下灵活性表现更好,在两种批判情境下独创性无显著差异。

我校涉外护理本科生批判性思维倾向性的调查研究

[目的]调查我校涉外护理本科生批判性思维倾向性现状。[方法]整体抽取我校1年级～4年级涉外护理本科生231名，应用中文版批判性思维能力测量表（CTDI-CV）进行调查。[结果]我校涉外护理本科生批判性思维倾向性总分平均196．72分，为负性批判性思维；各特质平均分除寻找真相属意义不明确外，其余均为负性特质表现；二年级、三年级、四年级护生总分差异无统计学意义，但与一年级存在差异。[结论]我校涉外护生批判性思维倾向性为负性批判性思维。提示应从课程设置、教学理念、课程构建、教学目标、教学方法以及评价方法等各方面，有意识地对护理本科生批判性思维倾向性加以培养。

在读护理硕士研究生与专科护士批判性思维特质的比较

目的了解我国全日制在读护理硕士研究生批判性思维特质的现状,将其与专科护士进行比较,以获得两者之间的差距,为探讨培养护理硕士研究生批判性思维的教育策略提供参考。方法采用随机便利抽样、横断面调查的方法,运用彭美慈等的中文版批判性思维特质量表对我国8所高校全日制在读护理硕士研究生和广东省赴港进修10个月的专科护士进行调查。所有数据均采用SPSS 13.0软件进行统计学分析。结果 164名全日制在读护理硕士研究生的批判性思维特质量表总分为(294.84±30.62)分,具备正向批判性思维特质,但远低于专科护士的(304.83±32.93)分;两者在7个维度的比较中,除认知成熟度差异无统计学意义外,其他维度得分差异均具有统计学意义(P<0.01);"经常阅读护理有关杂志期刊以了解护理最新动向"对在读护理硕士研究生批判性思维特质有影响。结论我国各高校应创造有利于学生批判性思维发展的环境,注重学生独立自主学习能力的培养,多阅读相关专业书籍,从科学发展的角度培养临床护理精英,提高病患照护品质,推动护理学科发展。