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Dissertations / Theses on the topic 'Critical thinking. Nursing Nursing students'

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Published: 4 June 2021

Last updated: 15 February 2022

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1

Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.

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Senita, Julie A. "Defining Critical Thinking Experiences of Senior Nursing Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491305761316241.

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3

Ferguson, Roxanne Alice. "Critical thinking skills in nursing students: Using human patient simulation." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/22.

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The problem investigated by the researcher relates to the development of critical thinking knowledge and skill in nursing students. Traditional approaches to educating nursing students have been used in the past to educate nursing students, but newly licensed registered nurses still have difficulty with critical thinking knowledge and skills. The principal investigator evaluated the use of an alternative method of teaching learning to foster and develop critical thinking knowledge and skills. One suggestion for teaching learning methods is the use of human patient simulation. A pretest/posttes

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4

Markey, Karin A. "Perceived barriers to teaching for critical thinking in clinical settings." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/364.

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5

Lynn, Carol E. "Teaching methodologies utilized by nurse educators to enhance critical thinking in nursing students." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/707.

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6

Tai, Pak-hong Chris. "The critical thinking disposition (CTD) of Chinese undergraduate and postgraduate nursing students in Hong Kong /." View the Table of Contents & Abstract, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38296081.

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7

Soukup, Frances. "Assessment of critical thinking skills in associate degree nursing students at Madison Area Technical College - Reedsburg." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999soukupf.pdf.

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8

Blakeslee, Janine Roth. "Effects of High-Fidelity Simulation on the Critical Thinking Skills of Baccalaureate Nursing Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6402.

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This project study addressed the decline in successful passing rates for the National Licensure Exam for Registered Nurses (NCLEX-RN) in a nursing program at a private university in the Midwestern United States. There is support from the literature for a connection between critical thinking skills of nursing students and successful passing of the NCLEX-RN. The purpose of this quantitative study was to examine whether significant differences existed in mean critical thinking skill scores across time within groups (pretest to posttest) and between groups (simulation versus written case studies),

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9

Aller, Loretta J. "Exploring the Developmental Process of Undergraduate Nursing Students." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573645761366224.

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10

Redding, Donna A. Hines Edward R. "The relationship between critical-thinking disposition and academic achievement in baccalaureate nursing education." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960422.

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Thesis (Ph. D.)--Illinois State University, 1999.<br>Title from title page screen, viewed July 28, 2006. Dissertation Committee: Edward R. Hines (chair), Kenneth Strand, Amee Adkins, Anne Gray. Includes bibliographical references (leaves 133-145) and abstract. Also available in print.

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Day, Ronald J. "Relationship of critical thinking dispositions of baccalaureate nursing students to ERI-RN assessment scores and GPA." Muncie, IN : Ball State University, 2009. http://cardinalscholar.bsu.edu/700.

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12

Magnetico, Jaime. "Clinical Simulation and Nursing Student Perceptions of Satisfaction, Self-Confidence, and Critical Thinking." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4007.

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Although the number of nursing programs has increased in Florida, the number of hospital sites available for clinical experiences have not, resulting in limited clinical time for each nursing program. To address this shortage of clinical time, local colleges are increasing the use of simulations in the curriculum. Guided by andragogy, this sequential mixed methods study was conducted to explore differences in students' perceptions of satisfaction, self-confidence, and critical thinking between two groups of students with different amounts of clinical simulation. In an associate degree nursing

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13

Becker, Deborah Ellen Reisman Fredricka K. "The effect of patient simulation on the critical thinking of advanced practice nursing students /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1758.

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14

Reid, Helen. "The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2505/.

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In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definitio

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15

Free, Kathleen Walsh. "The relationship between critical thinking and clinical decision-making of seniors in baccalaureate nursing programs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036194.

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Interest in developing critical thinking skills in nursing students has grown in proportion to the demand for thoughtful, capable nursing professionals in healthcare. The National League for Nursing has required schools of nursing to combine teaching styles and course content to develop critical thinking, decision making, and independent judgement. Limited research has been done regarding the relationship of critical thinking ability to clinical decision-making. The purpose of this study was to determine the relationship between these two variables, using a sample of senior baccalaureate stude

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16

Ippolito, Karen Odle. "Cognitive development and the attainment of critical thinking skills in associate degree nursing students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/114.

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Piaget's final stage of cognitive development, formal operations, involves reasoning skills that appear to relate to the traits of critical thinking. The current study was designed to assess whether a relationship exists between the level of cognitive development (as measured by the Lawson Classroom Test of Scientific Reasoning [Lawson CTSR]) and critical thinking (as measured by Assessment Technology Institute Critical Thinking Assessment-Entrance test [ATI-CTA-Ent]). This study explored the possible relationship between the level of cognitive development and the level of critical thinking ex

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17

Merriman, Carolyn S. "Promoting Nursing Student Success: How to Write Critical Thinking Test Questions Using Test Analysis." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8438.

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18

Tai, Pak-hong Chris, and 戴柏康. "The critical thinking disposition (CTD) of Chinese undergraduate and postgraduate nursing students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B45012143.

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19

Janiszewski, Goodin Heather Isobel. "The use of deliberative discussion as a teaching strategy to enhance the critical thinking abilities of freshman nursing students." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117067881.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 199 p.; also includes graphics. Includes bibliographical references (p. 115-129). Available online via OhioLINK's ETD Center

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20

Hermiz, Mary E. "Teaching critical thinking skills to student nurses in clinical settings." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221272.

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What strategies are effective for clinical nurse instructors to use in developing critical thinking in student nurses? Many clinical strategies have been discussed in, literature, but only a few have been verified through research as to their usefulness.This study used the qualitative research methodology of multiple case studies. Participants were six clinical nurse instructors. Nursing experience ranged from 17-27 years, teaching experience involved 2-24 years. Four instructors had doctorates, one nurse had a masters degree, and the sixth nurse lacked two courses before completing a masters

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Merriman, Carolyn S. "Preparing Nursing Students to Be Skillful Critical Thinkers and Confident Test-Takers." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/8435.

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22

LeGrande, Stefanie Lynn. "Evaluation of Clinical Reasoning of Nursing Students in the Clinical Setting." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3110.

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The primary focus of nursing education in the 21st century is to graduate students with well-developed critical thinking and clinical reasoning skills. This descriptive case study explored the perceptions of 6 faculty and 6 unit staff nurses concerning the assessment of critical thinking and clinical reasoning skills of nursing students in the clinical setting. Benner's novice to expert theory served as the conceptual framework for the research. The guiding research questions focused on faculty and staff perceptions concerning unit staff nurses' level of preparedness to assess the critical thi

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23

Farrell, Rachael. "Faculty and Student Perspectives of Nursing Student Completers in a Community College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6722.

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Research about retention of nursing students has focused on either specific student characteristics or on nursing students at the university level. A problem experienced by a community college nursing program in Maryland is low completion rates, which can affect the institution and the nursing profession. This qualitative case study explored faculty-related factors leading to success of students in the nursing program at this school, so the low completion rate can be addressed. The conceptual foundations for this study were Tinto's theory of student retention and Jeffreys' nursing undergraduat

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24

Howard, Valerie Michele. "A comparison of educational strategies for the acquisitions of medical-surgical nursing knowledge and critical thinking skills." Connect to resource online, 2007. http://etd.library.pitt.edu/ETD/available/etd-04182007-205440.

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25

Everman, Suzanne R. "Critical thinking skills and the performance on NCLEX-RN." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/358.

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26

Rose, Connie. "Comparing critical thinking skills of associate degree nursing students enrolled in a hybrid design versus traditional lecture." Thesis, Northern Kentucky University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622608.

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<p> <b>Background:</b> Approximately 25% of newly hired nurses are deficient in critical thinking skills. <b>Purpose:</b> The purpose of the study was to determine if the hybrid design course assisted nursing students to improve critical thinking skills as compared to the traditional face-to-face lecture. <b>Methods:</b> This quasi-experimental study utilized pre- and post-test Assessment Technologies Institute, LLC (ATI) score analyses, course grades, and a demographic survey for students in the hybrid design course and students in the traditional course. The sample size consisted of 26 stude

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27

Burger, Karen Lee. "A description of the critical thinking skills observed in nursing students who use an interactive video program /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487862972136477.

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28

Walsh, Susan A. "The Effects of Pattern Recognition Based Simulation Scenarios on Symptom Recognition of Myocardial Infarction, Critical Thinking, Clinical Decision-Making, and Clinical Judgment in Nursing Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/nursing_diss/18.

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In the United States nearly 1 million annual new and recurrent myocardial infarctions (MI) occur with 10% of patients hospitalized with MI having unrecognized ischemic symptoms. Inexperienced nurses are expected to accurately interpret cardiac symptom cues, possibly without ever having experienced care of patients with MI, yet have been shown to be less able to classify symptom cues and reach accurate conclusions than experienced nurses. The purpose of this study was to test an educational intervention using theories of pattern recognition to develop CT in MI and improve nursing students’ cl

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29

Hilgenberg, Cheryl S. Kennedy Larry DeWitt. "Distance education perceptions of satisfaction and critical thinking opportunities among graduate students /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803724.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 2, 2006. Dissertation Committee: Larry Kennedy (chair), John Goeldi, Barbara Nourie, William Tolone. Includes bibliographical references (leaves 85-90) and abstract. Also available in print.

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30

Aljohani, Wafaa. "The effects of teaching strategies on Saudi nursing students' critical thinking and academic performance : introducing PBL elements into a traditional course." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/14597/.

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This study was built on the hypothesis that critical thinking is important for nursing education and practice. The literature suggested that problem based learning (PBL) is an effective strategy for developing critical thinking skills and other important skills for nursing students such as interpersonal skills, problem solving, self-directed learning, knowledge retention, bridging the gap between theory and practice, time management, and responsibility. The aim of this study was to examine whether introducing PBL elements to a traditional teaching course affects students' critical thinking dis

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31

Barrett, Kathleen. "An evaluation of the use of concept maps in the development of critical thinking in one cohort of pre-registration nursing students." Thesis, Ulster University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647712.

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Aim: To evaluate the use of Concept Maps as an educational intervention in the development of Critical Thinking abilities during Practice Learning Placements over the course of one year with one cohort of final year pre-registration nursing students. The Research Hypothesis: The research hypothesis is that a positive relationship will be demonstrated between the use of Concept Maps and the development of Critical Thinking abilities. Methods: A quasi-experimental non-equivalent groups design was used with one experimental and one control group of final year undergraduate student nurses on the a

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32

Myers, Nancy Ann. "A study of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management of nursing students on a regional campus of a large Midwestern university." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1117714.

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The research study regarding learning strategies of nursing students incorporated a descriptive correlational action research design. This study examined the differences between associate and baccalaureate degree nursing students regarding each of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management.Data were collected from 34 associate degree and 19 baccalaureate degree nursing students on a regional campus of a large Midwestern University in the United States. The demographic variables of age, gender, previous college degree, health

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33

Sithole, Phumzile Cordelia. "An exploration of teaching strategies utilised in the facilitation of learning for first level students in General Nursing Science." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/24801.

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Lecturers at three Nursing Colleges in the Gauteng Province in South Africa where this study was conducted raised their concern that a large proportion of learners reaching the senior phase have difficulty solving patient care problems and even making specific decisions regarding patient care. These learners are also unable to formulate nursing diagnoses and develop nursing care plans. This lack of essential critical thinking skills is evident during the assessment of their assignments, tests as well as clinical formative assessments. These skills can be developed within learners throughout th

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34

Ayoub, Judith Lorene 1941. "The effect of classroom use of an electronic group support system on student critical thinking, performance and satisfaction." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288701.

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The use of an Interactive Computer Classroom (ICC) as compared to a traditional lecture format (LEC) for a nursing management course taught during the fall semester 1996 was examined in this study. The ICC was structured around Group Systems Support software, a tool previously used in business settings for group decision-making activities. The outcomes included critical thinking, measured by written responses completed at the end of each class and by scores from the California Critical Thinking Skills Test; academic performance, measured by the management course's midterm grades; and student s

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35

Oliveira, Larissa Bertacchini de. "Efetividade das estratégias de ensino para o desenvolvimento do pensamento crítico em estudantes de graduação em enfermagem: revisão sistemática e metanálise." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-20012015-115618/.

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O investimento da pesquisa consiste em colocar em evidência as estratégias de ensino capazes de promover o pensamento crítico (PC) em estudantes de cursos de graduação em Enfermagem. Esse assunto toma relevância mundial pelos desafios presentes no atual século e pelas competências necessárias e requeridas aos sujeitos em formação, futuros profissionais, para responderem de maneira eficaz às demandas da sociedade em um mundo em transformação. Os objetivos do estudo foram: identificar as estratégias de ensino utilizadas e testadas nos cursos de graduação em Enfermagem para desenvolver o PC eaval

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36

Kotsch, Janeen S. "EXPLORING STUDENTS’ EXPERIENCES OF CONCEPT-BASED LEARNING IN AN ASYNCHRONOUS ONLINE PHARMACOLOGY COURSE: AN INTERPRETIVE STUDY." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161787487052164.

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37

Johnson, Lori Jean. "Student Perceptions of Effective Learning Strategies for National Council Licensure Examination Preparation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/517.

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The purpose of this study was to examine efficacious instructional strategies that the New England Community College (NECC) nursing program could implement in the curricula to improve National Council Licensure Examination Registered Nurse (NCLEX-RN) first-time pass rates. Effective strategies from students and nursing program faculty had used were investigated. Such strategies support student nurses in their efforts to succeed on the first administration of the exit examination. The rationale for this study and resulting project was that they could improve NCLEX-RN first-time pass rates and p

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38

Fisher, Joyce Ann. "Critical thinking in critical care nurses." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036181.

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Critical care nurses need finely honed critical thinking skills in order to be safe, competent, and skillful practitioners of their profession. If clinical nurses do not learn how to reason effectively, they may make inappropriate decisions about their patients' care, ultimately resulting in increased patient mortality (Fonteyn, 1991). In addition, increasing nurses' decision-making and autonomy has been shown to improve job satisfaction and retention (Prescott, 1986).There are many authors who write about the need for developing critical thinking skills among practicing professional nurses (C

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39

Hendricks, Lucia Elizabeth. "Critical thinking : perspectives and experiences of critical care nurses." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71821.

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Thesis (MCurr)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The increasingly complex role of the critical care nurse in an intensive care environment demands a much higher level of critical thinking and clinical judgment skill than ever before. Critical thinking in nursing practice may be defined as the cognitive ability to analyse, predict and transform knowledge, ensuring quality nursing care. To reason from a nurse’s perspective requires that we learn the content of nursing; this includes the concepts, ideas and theories of nursing. The aim and objectives of the study were to explor

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40

Myrick, Florence. "Preceptorship and critical thinking in nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ34815.pdf.

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41

Basco, Prado Luis. "Autopercepción de las competencias en Pensamiento Crítico en estudiantes de Grado de Enfermería." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/404881.

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Los periodos de práctica clínica o periodos prácticos son calificados de gran relevancia por parte de los estudiantes, puesto que, son considerados como espacios de transición y construcción de la identidad profesional y que se han de asumir con un pensamiento crítico-reflexivo. Al pensar de forma crítica, no solamente se evalúa el resultado de los procesos de pensamiento sino también cómo ha sido la toma de decisiones o la resolución ante un problema. Es aquí donde confluyen las necesidades de nuestros futuros profesionales con las competencias que deben adquirir y con la necesidad de compagi

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42

Jenkins, Sheryl D. Padavil George Gardner Dianne C. "Exploring critical thinking within nursing education a comparison of nursing scholars in Thailand and the United States /." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196650.

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Thesis (Ph. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed September 26, 2006. Dissertation Committee: George Padavil, Dianne Gardner (co-chairs), James Palmer, Norma Kelly. Includes bibliographical references (leaves 190-198) and abstract. Also available in print.

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Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8423.

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Merriman, Carolyn S. "Critical Thinking and Test-Writing." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8429.

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Merriman, Carolyn S. "Promoting Critical Thinking Tests." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8424.

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46

Kaddoura, Mahmoud. "New graduate nurses' perception of critical thinking development in critical care nursing training programs /." Access online resource, 2009. http://scholar.simmons.edu/bitstream/handle/10090/9655/Mahmoud%20Dissertation%207%20%20JULY.pdf?sequence=1.

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Merriman, Carolyn S. "Developing Critical-Thinking Test Questions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8413.

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48

Desrosiers, Sarah. "Facilitating critical thinking and clinical judgment in clinical nursing education." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63873.

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Nurses who can critically think and make clinical judgments in the clinical setting are crucial to safe and effective nursing care. This type of critical thinking and clinical judgment is best developed during clinical education, which provides students with the opportunity to bridge the theory to practice gap. Clinical instructors guide students’ development of critical thinking and clinical judgment in the clinical setting. Despite clinical instructors having such a significant impact on critical thinking and clinical judgment there is limited research on how they facilitate students’ develo

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Merriman, Carolyn S. "Critical Thinking & Test-Item Writing." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/8443.

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50

Blanchfield, Joan Clare. "Critical thinking skills at entry and exit of Master's Nursing Program /." Staten Island, N.Y. : [s.n.], 1998. http://library.wagner.edu/theses/nursing/1998/thesis_nur_1998_blanc_criti.pdf.

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