Effects of an educational program with interactive videodisc systems in improving critical thinking dispositions for RN-BSN students in Taiwan

Yeh, Mei‐Ling; Chen, Hsing-Hsia

doi:10.1016/j.ijnurstu.2004.06.008

Cited by 31 publications

(17 citation statements)

References 19 publications

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“…It is purposeful, reasonable, and goal directed. Yeh and Chen (2005) put forth "that to produce a critical thinker, dispositions toward critical thinking and cognitive skills of critical thinking must be thought and nurtured as early as possible" (p. 334). Dispositions toward critical thinking have been proved to be highly correlated with the use of critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking and Reading Comprehension among Postgraduate Students: The Case of Gender and Language Proficiency Level

Yousefi¹,

Mohammadi²

2016

JLTR

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Section: Introductionmentioning

confidence: 99%

Critical Thinking and Reading Comprehension among Postgraduate Students: The Case of Gender and Language Proficiency Level

Yousefi¹,

Mohammadi²

2016

JLTR

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“…1999, Thompson & Rebeschi 1999, Ip et al. 2000) and following curricular enhancements such as the use of problem‐based learning techniques and videotaped clinical vignettes (Yeh & Chen 2005, Tiwari et al. 2006).…”

Section: Introductionmentioning

confidence: 99%

Critical thinking skills in nursing students: comparison of simulation‐based performance with metrics

Fero

O’Donnell

Zullo

et al. 2010

Journal of Advanced Nursing

112

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Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation- based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0·277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0·001) using high-fidelity human simulation. The relationship between video-taped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting.

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“…However, students in health-related fields may not be adequately prepared for their future roles in healthcare settings if their education and training are limited to the conventional classroom lecture format. Thus, various classroom learning strategies for facilitating CT in college students have been developed, including problem-based learning, [12] video disc self-learning, [9] reflective journaling, [13] case study with discussion, [14] and asynchronous on-line discussion. [15] Reflective journaling is among the most effective of these strategies because it provides a medium for deeper learning, which enables students to recapture experiences and emancipates them by cultivating the deconstruction and reconstruction skills needed to inquire about their practices and to consider future alternatives.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Educators must motivate reflection on these skills and the practical application of these skills. [5,6] Studies have found that domain-specific knowledge facilitates the application of CT by students in various professions including nursing, physical therapy and teaching, [7][8][9] few studies have examined whether CT skills can be taught in life-death studies (LDS) courses, a similar course entitled 'Death and Dying' in western countries. Courses in LDS tend to focus on teaching students to face life and death respectfully rather than on analyzing and evaluating independent thinking skills.…”

Section: Introductionmentioning

confidence: 99%

A preliminary investigation an innovated life-death course for nursing students

Hwang

Lin

Kuo

et al. 2016

JNEP

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Background: The ever-changing and increasingly complex state of knowledge in higher education requires students to develop high-level critical thinking skills. To deal with complex situations encountered in clinical practice, cultivating the critical thinking skills in classroom is particularly important. Aims: This study aims to examine the experience of students on an innovative life-and-death studies course. This experience is examined in term of the critical thinking skills, critical thinking disposition, and perceived learning. Methods: A mixed design of quantitative and qualitative approaches was adopted. The 2-year senior college gerontological care program students were recruited. Critical thinking skills and disposition were assessed and compared in an LDS group (n = 36) and a not-LDS group (n = 34) at the beginning and end of semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at end of semester. Results: No difference between the LDS group and not-LDS group in terms of critical thinking skill (p = .063) and disposition (p = .89), but significant difference in induction skills (p = .008). Focus group interview findings complemented survey findings and revealed themes that reflected the LDS course learning experience of students. Conclusions: Critical thinking skills can be embedded in LDS course to broader and deeper reflection on death-related issues and further construct knowledge by providing rich experience in the course activities. However, emphasis on systematic design for curriculum and faculty development in teaching critical thinking needs to help create links that students may promote engaged thinking activities within their courses.

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Effects of an educational program with interactive videodisc systems in improving critical thinking dispositions for RN-BSN students in Taiwan

Cited by 31 publications

References 19 publications

Critical Thinking and Reading Comprehension among Postgraduate Students: The Case of Gender and Language Proficiency Level

Critical Thinking and Reading Comprehension among Postgraduate Students: The Case of Gender and Language Proficiency Level

Critical thinking skills in nursing students: comparison of simulation‐based performance with metrics

A preliminary investigation an innovated life-death course for nursing students

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